CUS09 - 1 VCE VET Music Packaging Document

CUS09 Music
Volume 1 of 1
Version Number: 1.1 Review Date: 5 August 2012
CUS09 Music (Version 1.1) Title Page
Date this PDF was generated: 12 October 2010
CUS09 Music
Volume 1 of 1 Volume 1
This document is Volume 1 of the Music Training Package endorsed components. As such it provides the introduction to the Training Package, including the Assessment Guidelines and the Qualification Framework. It should not be used in isolation; users will need to ensure they have the relevant volume or volumes for the particular industry sector containing the endorsed units of competency.
Volume 1 of 1 Commonwealth of Australia,
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CUS09 Music (Version 1.1) Imprint Page
CUS09 - Music Commonwealth of Australia
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Disclaimer
This work is the result of wide consultations with Australian industry participants. It is a collaborative view and does not necessarily represent the view of DEEWR or any specific
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CUS09 Music (Version 1.1) Imprint Page
body. For the sake of brevity it may omit factors which could be pertinent in particular cases. While care has been taken in the preparation of this Training Package, DEEWR and the original developer do not warrant that any licensing or registration requirements specified here are either complete or up-to-date for your State or Territory. DEEWR and the original developer do not accept any liability for any damage or loss (including indirect and consequential loss) incurred by any person as a result of relying on the information contained in this Training Package. The Commonwealth, through the Department of Education, Employment and Workplace Relations, does not accept any liability to any person for the information or advice (or the use of such information or advice) which is provided in this material or incorporated into it by reference. The information is provided on the basis that all persons accessing this material undertake responsibility for assessing the relevance and accuracy of its content. No liability is accepted for any information or services which may appear in any other format. No responsibility is taken for any information or services which may appear on any linked websites. Published by:
Innovation and Business Industry Skills Council Building B, Level 2 192 Burwood Road Hawthorn, 3122, VIC ABN: 74 109 600 302 Phone: (03) 9815 7000 Fax: (03) 9815 7001 Email: Website: http://www.ibsa.org.au First published: Stock Code Number: ISBN: Printed by: AEShareNet Code: Print Version No: Release Date: Review Date: 1.1 29 October 2010 5 August 2012 1 November 2009
CUS09 Music (Version 1.1) Table of Contents
TABLE OF CONTENTS
Preliminary Information .....................................................................................................................................11 Important Note to Users.................................................................................................................................... 11 Summary of AQF qualifications in this Training Package................................................................................. 14 Units of competency in this Training Package and their prerequisites..............................................................15 Imported units of competency in this Training Package....................................................................................19 1. Mapping of qualifications...............................................................................................................................29 2. Mapping of units of competency....................................................................................................................30 Overview.............................................................................................................................................................. 46 What is a Training Package? ........................................................................................................................... 46 Training Package Endorsed Components ........................................................................................................47 Training Package, Qualification and Unit of Competency Codes .....................................................................48 Training Package, Qualification and Unit of Competency Titles....................................................................... 49 Historical and General Information....................................................................................................................49 Qualifications Framework.................................................................................................................................. 52 The Australian Qualifications Framework..........................................................................................................52 Skill Sets............................................................................................................................................................57 Music tutor skill set............................................................................................................................................ 58 Employability Skills............................................................................................................................................ 60 Industry requirements for Employability Skills................................................................................................63 Qualifications...................................................................................................................................................... 64 CUS09 at a glance............................................................................................................................................ 64 CUS20109 Certificate II in Music...................................................................................................................... 66 CUS30109 Certificate III in Music..................................................................................................................... 70 CUS30209 Certificate III in Technical Production............................................................................................. 75 CUS30309 Certificate III in Music Business......................................................................................................82 CUS40109 Certificate IV in Music..................................................................................................................... 88 CUS40209 Certificate IV in Sound Production..................................................................................................94 CUS40309 Certificate IV in Music Business................................................................................................... 101 CUS50109 Diploma of Music.......................................................................................................................... 109 CUS50209 Diploma of Sound Production....................................................................................................... 115 CUS50309 Diploma of Music Business...........................................................................................................121 CUS60109 Advanced Diploma of Music......................................................................................................... 130 CUS60209 Advanced Diploma of Sound Production...................................................................................... 137 CUS60309 Advanced Diploma of Music Business..........................................................................................143 Assessment Guidelines....................................................................................................................................150 Introduction......................................................................................................................................................150 Assessment System Overview........................................................................................................................150 Australian Quality Training Framework Assessment Requirements............................................................... 150 National Standard for Licensing Persons Performing High Risk Work............................................................151 National Code of Practice for Induction for Construction Work....................................................................... 152 Requirements for RTOs.................................................................................................................................. 152 Training and assessment in remote and regional areas................................................................................. 152 Training and assessment issues for schools...................................................................................................152 Assessment in a simulated environment.........................................................................................................153 Pathways.........................................................................................................................................................153 Assessment for Indigenous organisations.................................................................................................... 156 Designing Assessment Tools.......................................................................................................................... 159 Use of Assessment Tools................................................................................................................................159 Using Prepared Assessment Tools................................................................................................................. 159 Developing Assessment Tools........................................................................................................................ 159 Conducting Assessment..................................................................................................................................159 Access and Equity...........................................................................................................................................160 Training and assessment for people with specific needs.............................................................................161
Futher Sources of Information.........................................................................................................................165 General Resources......................................................................................................................................... 171 Assessment Resources...................................................................................................................................172 Assessment Tool Design and Conducting Assessment..................................................................................172 Assessor Training............................................................................................................................................172 Assessment System Design and Management...............................................................................................173 Competency Standards.................................................................................................................................... 174 What is competency? ..................................................................................................................................... 174 Contextualisation of Units of Competency by RTOs ...................................................................................... 174 Components of Units of Competency .............................................................................................................174 Competency Standards - Industry Contextualisation................................................................................... 178 Appendices........................................................................................................................................................180 Appendices........................................................................................................................................................180 Appendix A: VET in Schools........................................................................................................................... 180 Appendix B: Glossary of terms........................................................................................................................184 Appendix C: Creativity, innovation and design in IBSA Training Packages.................................................... 186 Units CUSADM301A Administer operations for rehearsals and performances........................................................191 CUSEVT301A Book performance venues...................................................................................................... 196 CUSFIM501A Secure funding for projects...................................................................................................... 202 CUSIND301B Work effectively in the music industry...................................................................................... 208 CUSIND302A Plan a career in the creative arts industry................................................................................218 CUSIND401A Develop specialist expertise in the music industry...................................................................226 CUSIND501A Apply music knowledge and artistic judgement....................................................................... 233 CUSLED501A Provide instrumental or vocal tuition....................................................................................... 240 CUSLED502A Provide tuition for composition................................................................................................ 248 CUSMCP301A Compose simple songs or musical pieces............................................................................. 254 CUSMCP302A Write song lyrics..................................................................................................................... 261 CUSMCP303A Develop simple musical pieces using electronic media......................................................... 268 CUSMCP401A Develop techniques for arranging music................................................................................ 276 CUSMCP402A Develop techniques for composing music..............................................................................285 CUSMCP501A Compose music using electronic media.................................................................................294 CUSMCP502A Compose music for screen.....................................................................................................302 CUSMCP503A Prepare compositions for publishing...................................................................................... 310 CUSMCP601A Extend techniques for composing music................................................................................315 CUSMCP602A Extend techniques for arranging music.................................................................................. 322 CUSMGT401A Manage distribution of music and associated products..........................................................329 CUSMGT402A Administer music publishing income...................................................................................... 334 CUSMGT403A Manage licensing of music..................................................................................................... 340 CUSMGT404A Administer artists' royalty income........................................................................................... 347 CUSMGT502A Manage artists and their careers............................................................................................352 CUSMGT503A Develop artists and repertoire................................................................................................ 359 CUSMKG301A Assist with the promotion of creative acts.............................................................................. 366 CUSMKG501A Manage the promotion of creative acts.................................................................................. 373 CUSMLT201A Develop and apply musical ideas and listening skills..............................................................382 CUSMLT202A Apply knowledge of music culture to music making................................................................387 CUSMLT301A Apply knowledge of genre to music making............................................................................391 CUSMLT302A Develop and apply aural-perception skills...............................................................................396 CUSMLT303A Notate music........................................................................................................................... 401 CUSMLT401A Notate music for performance.................................................................................................405 CUSMLT402A Articulate ideas about music................................................................................................... 410 CUSMLT403A Analyse functional harmony.................................................................................................... 417 CUSMLT501A Refine aural-perception skills.................................................................................................. 423 CUSMLT502A Apply concepts about the impact of music to professional practice........................................428 CUSMLT601A Analyse music......................................................................................................................... 432 CUSMLT602A Analyse harmony.................................................................................................................... 439 CUSMPF101A Develop skills to play or sing music........................................................................................ 446 CUSMPF102A Develop ensemble skills to perform simple musical parts...................................................... 452 CUSMPF201A Play or sing simple musical pieces......................................................................................... 455 CUSMPF202A Incorporate music technology into performance.....................................................................461
CUSMPF203A Develop ensemble skills for playing or singing music.............................................................465 CUSMPF204A Play music from simple written notation................................................................................. 470 CUSMPF301A Develop technical skills in performance..................................................................................474 CUSMPF302A Prepare for performances.......................................................................................................481 CUSMPF303A Contribute to backup accompaniment.................................................................................... 487 CUSMPF304A Make a music demo................................................................................................................492 CUSMPF305A Develop improvisation skills....................................................................................................498 CUSMPF401A Rehearse music for group performances............................................................................... 502 CUSMPF402A Develop and maintain stagecraft skills................................................................................... 508 CUSMPF403A Develop repertoire as part of a backup group........................................................................ 513 CUSMPF404A Perform music as part of a group........................................................................................... 518 CUSMPF405A Develop instrumental techniques............................................................................................524 CUSMPF406A Perform music as a soloist......................................................................................................531 CUSMPF407A Develop vocal techniques.......................................................................................................537 CUSMPF408A Develop performance techniques on a second instrument.....................................................544 CUSMPF409A Perform music using digital media..........................................................................................551 CUSMPF410A Perform music from written notation....................................................................................... 557 CUSMPF501A Prepare a program for performance....................................................................................... 561 CUSMPF502A Incorporate interactive technology into performance..............................................................567 CUSMPF503A Perform accompaniment.........................................................................................................574 CUSMPF505A Perform improvisation for audiences...................................................................................... 580 CUSMPF506A Develop technical skills and expand repertoire...................................................................... 585 CUSMPF507A Present live audition programs............................................................................................... 592 CUSMPF508A Provide musical leadership in performance............................................................................599 CUSMPF601A Present a music performance.................................................................................................606 CUSMPF602A Manage stagecraft aspects of performances..........................................................................612 CUSMPF603A Refine performance techniques and expand repertoire..........................................................618 CUSMPF604A Extend improvisation techniques............................................................................................ 625 CUSMPF605A Develop advanced vocal techniques...................................................................................... 632 CUSMPF606A Conduct musical performances.............................................................................................. 639 CUSMPF607A Lead music rehearsals............................................................................................................645 CUSOHS301A Follow occupational health and safety procedures.................................................................652 CUSPUR501A Establish and manage recording contracts.............................................................................664 CUSSOU201A Assist with sound recordings.................................................................................................. 671 CUSSOU202A Mix sound in a broadcasting environment.............................................................................. 679 CUSSOU301A Provide sound reinforcement..................................................................................................684 CUSSOU302A Record and mix a basic music demo......................................................................................690 CUSSOU303A Set up and disassemble audio equipment..............................................................................698 CUSSOU304A Restore audio tracks...............................................................................................................710 CUSSOU305A Analyse soundtracks.............................................................................................................. 718 CUSSOU401A Record sound......................................................................................................................... 722 CUSSOU402A Develop and implement sound plans..................................................................................... 732 CUSSOU403A Perform advanced sound editing............................................................................................738 CUSSOU404A Edit dialogue...........................................................................................................................747 CUSSOU405A Mix recorded music................................................................................................................ 756 CUSSOU406A Record sound on location.......................................................................................................762 CUSSOU407A Coordinate location sound recording......................................................................................770 CUSSOU501A Develop sound designs.......................................................................................................... 777 CUSSOU502A Produce sound recordings......................................................................................................784 CUSSOU503A Implement sound designs.......................................................................................................792 CUSSOU504A Create a final sound balance..................................................................................................799 CUSSOU505A Compile music for soundtracks.............................................................................................. 806 CUSSOU601A Manage production of sound designs.....................................................................................813 CUSSOU602A Manage production of sound recordings................................................................................ 821 CUSWRT501A Write about music.................................................................................................................. 829 BSBADM307B Organise schedules................................................................................................................ 836 BSBADM311A Maintain business resources.................................................................................................. 840 BSBADM502B Manage meetings................................................................................................................... 844 BSBADM506B Manage business document design and development...........................................................849 BSBADV405A Perform media calculations..................................................................................................... 854 BSBADV406A Buy and monitor media........................................................................................................... 858 BSBADV407A Apply media analysis and processing tools.............................................................................861 BSBADV507B Develop a media plan..............................................................................................................865 BSBADV509A Create mass print media advertisements................................................................................873 BSBADV510A Create mass electronic media advertisements....................................................................... 877 BSBADV511A Evaluate and recommend advertising media options..............................................................883
BSBCMM301A Process customer complaints................................................................................................ 888 BSBCMM401A Make a presentation...............................................................................................................892 BSBCRT101A Apply critical thinking techniques............................................................................................ 896 BSBCRT301A Develop and extend critical and creative thinking skills.......................................................... 901 BSBCRT401A Articulate, present and debate ideas.......................................................................................908 BSBCRT402A Collaborate in a creative process............................................................................................ 912 BSBCRT501A Originate and develop concepts..............................................................................................917 BSBCRT601A Research and apply concepts and theories of creativity......................................................... 924 BSBCUS301A Deliver and monitor a service to customers............................................................................ 929 BSBCUS401A Coordinate implementation of customer service strategies.................................................... 934 BSBCUS501A Manage quality customer service............................................................................................939 BSBDES201A Follow a design process..........................................................................................................943 BSBDES202A Evaluate the nature of design in a specific industry context....................................................948 BSBDES305A Source and apply information on the history and theory of design......................................... 952 BSBDES401A Generate design solutions.......................................................................................................956 BSBDES501A Implement design solutions.....................................................................................................962 BSBDES601A Manage design realisation...................................................................................................... 967 BSBDES602A Research global design trends................................................................................................972 BSBDIV301A Work effectively with diversity...................................................................................................976 BSBDIV601A Develop and implement diversity policy....................................................................................980 BSBEBU401A Review and maintain a website...............................................................................................984 BSBEBU501A Investigate and design e business solutions........................................................................... 987 BSBEBU502A Implement e business solutions.............................................................................................. 993 BSBFIA301A Maintain financial records......................................................................................................... 997 BSBFIA401A Prepare financial reports......................................................................................................... 1001 BSBFIA402A Report on financial activity...................................................................................................... 1005 BSBFIM501A Manage budgets and financial plans...................................................................................... 1011 BSBFIM601A Manage finances.................................................................................................................... 1016 BSBHRM402A Recruit, select and induct staff............................................................................................. 1021 BSBHRM503A Manage performance management systems....................................................................... 1025 BSBHRM506A Manage recruitment selection and induction processes.......................................................1031 BSBHRM602A Manage human resources strategic planning.......................................................................1036 BSBINM201A Process and maintain workplace information.........................................................................1040 BSBINM301A Organise workplace information.............................................................................................1044 BSBINM302A Utilise a knowledge management system..............................................................................1049 BSBINM501A Manage an information or knowledge management system..................................................1053 BSBINM601A Manage knowledge and information...................................................................................... 1057 BSBINN301A Promote innovation in a team environment............................................................................ 1062 BSBINN501A Establish systems that support innovation............................................................................. 1067 BSBINN502A Build and sustain an innovative work environment.................................................................1073 BSBINN601A Manage organisational change.............................................................................................. 1079 BSBITU201A Produce simple word processed documents.......................................................................... 1084 BSBITU202A Create and use spreadsheets.................................................................................................1089 BSBITU203A Communicate electronically.................................................................................................... 1094 BSBITU301A Create and use databases......................................................................................................1099 BSBITU302A Create electronic presentations.............................................................................................. 1103 BSBITU303A Design and produce text documents...................................................................................... 1108 BSBITU304A Produce spreadsheets............................................................................................................ 1114 BSBITU306A Design and produce business documents.............................................................................. 1119 BSBITU309A Produce desktop published documents.................................................................................. 1123 BSBITU401A Design and develop complex text documents........................................................................ 1128 BSBITU402A Develop and use complex spreadsheets................................................................................ 1134 BSBITU404A Produce complex desktop published documents....................................................................1139 BSBLED101A Plan skills development......................................................................................................... 1145 BSBLED401A Develop teams and individuals.............................................................................................. 1149 BSBMGT402A Implement operational plan.................................................................................................. 1154 BSBMGT403A Implement continuous improvement.....................................................................................1159 BSBMGT502B Manage people performance................................................................................................1163 BSBMGT515A Manage operational plan...................................................................................................... 1167 BSBMGT516A Facilitate continuous improvement....................................................................................... 1172 BSBMGT605B Provide leadership across the organisation..........................................................................1176 BSBMGT608B Manage innovation and continuous improvement................................................................ 1181 BSBMGT615A Contribute to organisation development............................................................................... 1186 BSBMGT616A Develop and implement strategic plans................................................................................1190 BSBMGT617A Develop and implement a business plan.............................................................................. 1194 BSBMKG401B Profile the market................................................................................................................. 1198
BSBMKG402B Analyse consumer behaviour for specific markets............................................................... 1206 BSBMKG408B Conduct market research..................................................................................................... 1211 BSBMKG413A Promote products and services............................................................................................ 1218 BSBMKG414A Undertake marketing activities............................................................................................. 1222 BSBMKG415A Research international markets............................................................................................1226 BSBMKG416A Market goods and services internationally........................................................................... 1230 BSBMKG501B Identify and evaluate marketing opportunities...................................................................... 1235 BSBMKG502B Establish and adjust the marketing mix................................................................................ 1240 BSBMKG506B Plan market research........................................................................................................... 1245 BSBMKG507A Interpret market trends and developments...........................................................................1251 BSBMKG511A Analyse data from international markets.............................................................................. 1256 BSBMKG513A Promote products and services to international markets......................................................1260 BSBMKG514A Implement and monitor marketing activities......................................................................... 1266 BSBMKG516A Profile international markets................................................................................................. 1270 BSBMKG517A Analyse consumer behaviour for specific international markets...........................................1276 BSBMKG603B Manage the marketing process............................................................................................ 1281 BSBMKG605B Evaluate international marketing opportunities.....................................................................1285 BSBMKG606B Manage international marketing programs........................................................................... 1292 BSBMKG607B Manage market research......................................................................................................1298 BSBMKG608A Develop organisational marketing objectives....................................................................... 1303 BSBMKG609A Develop a marketing plan.....................................................................................................1308 BSBMKG610A Develop, implement and monitor a marketing campaign..................................................... 1314 BSBOHS201A Participate in OHS processes............................................................................................... 1319 BSBOHS407A Monitor a safe workplace...................................................................................................... 1323 BSBOHS509A Ensure a safe workplace.......................................................................................................1329 BSBPMG401A Apply project scope management techniques......................................................................1333 BSBPMG402A Apply time management techniques.................................................................................... 1337 BSBPMG501A Manage application of project integrative processes............................................................1341 BSBPMG503A Manage project time............................................................................................................. 1345 BSBPMG510A Manage projects................................................................................................................... 1349 BSBPMG601A Direct the integration of projects...........................................................................................1355 BSBPRO301A Recommend products and services......................................................................................1360 BSBPUB401A Develop and apply knowledge of public relations industry....................................................1365 BSBPUB502A Develop and manage complex public relations campaigns.................................................. 1369 BSBPUB503A Manage fundraising and sponsorship activities.....................................................................1374 BSBPUB504A Develop and implement crisis management plans................................................................1379 BSBPUR301B Purchase goods and services............................................................................................... 1383 BSBPUR401B Plan purchasing.................................................................................................................... 1387 BSBPUR402B Negotiate contracts............................................................................................................... 1392 BSBRES401A Analyse and present research information............................................................................1396 BSBRES801A Initiate and lead applied research......................................................................................... 1401 BSBRSK401A Identify risk and apply risk management processes..............................................................1409 BSBRSK501A Manage risk...........................................................................................................................1414 BSBSMB201A Identify suitability for micro business.................................................................................... 1419 BSBSMB301A Investigate micro business opportunities.............................................................................. 1423 BSBSMB302A Develop a micro business proposal...................................................................................... 1428 BSBSMB303A Organise finances for the micro business.............................................................................1434 BSBSMB304A Determine resource requirements for the micro business.................................................... 1438 BSBSMB305A Comply with regulatory, taxation and insurance requirements for the micro business......... 1442 BSBSMB306A Plan a home based business................................................................................................1446 BSBSMB307A Set up information and communications technology for the micro business........................ 1450 BSBSMB401A Establish legal and risk management requirements of small business.................................1454 BSBSMB402A Plan small business finances................................................................................................1460 BSBSMB403A Market the small business.................................................................................................... 1465 BSBSMB404A Undertake small business planning...................................................................................... 1469 BSBSMB405A Monitor and manage small business operations...................................................................1475 BSBSMB408B Manage personal, family, cultural and business obligations.................................................1480 BSBSUS201A Participate in environmentally sustainable work practices.................................................... 1485 BSBWOR201A Manage personal stress in the workplace............................................................................1490 BSBWOR202A Organise and complete daily work activities........................................................................ 1495 BSBWOR203A Work effectively with others................................................................................................. 1499 BSBWOR204A Use business technology..................................................................................................... 1503 BSBWOR401A Establish effective workplace relationships..........................................................................1507 BSBWOR402A Promote team effectiveness................................................................................................ 1513 BSBWOR403A Manage stress in the workplace.......................................................................................... 1517 BSBWOR502A Ensure team effectiveness...................................................................................................1522
BSBWRT301A Write simple documents....................................................................................................... 1527 BSBWRT401A Write complex documents.................................................................................................... 1531 BSBWRT501A Write persuasive copy.......................................................................................................... 1535 CUEAUD02C Prepare, rig, test and modify vision systems.......................................................................... 1540 CUEAUD03C Operate vision systems.......................................................................................................... 1546 CUEAUD06B Apply a general knowledge of vision systems to work activities.............................................1552 CUECOR01C Manage own work and learning............................................................................................. 1556 CUEFIN03C Obtain sponsorship.................................................................................................................. 1559 CUEFOH04C Usher patrons......................................................................................................................... 1563 CUEFOH06C Manage venue services..........................................................................................................1568 CUEIND01C Source and apply entertainment industry knowledge.............................................................. 1573 CUELGT03C Install and operate follow spots...............................................................................................1577 CUELGT04C Operate floor electrics............................................................................................................. 1582 CUELGT05C Record and operate standard lighting cues............................................................................ 1586 CUELGT07B Record and operate lighting using advanced techniques........................................................1592 CUELGT09B Apply a general knowledge of lighting to work activities......................................................... 1597 CUEPRP03B Apply a general knowledge of props construction.................................................................. 1601 CUESCE05B Apply a general knowledge of scenic art................................................................................ 1604 CUESET05C Apply set construction techniques...........................................................................................1608 CUESMT06C Plot technical requirements from scores................................................................................ 1612 CUESOU01C Repair and maintain audio equipment....................................................................................1616 CUESOU03C Operate professional audio equipment.................................................................................. 1621 CUESOU04C Mix live audio..........................................................................................................................1625 CUESOU07B Apply a general knowledge of audio to work activities........................................................... 1630 CUESOU08B Select and manage microphone and other audio input sources............................................ 1635 CUESOU09B Manage and compile audio replay material............................................................................1639 CUESOU10B Operate wireless audio equipment......................................................................................... 1642 CUESOU11B Set up and operate stage monitor systems............................................................................ 1648 CUESOU12B Set up and operate audio system control networks................................................................1653 CUESOU13B Specify, install and operate audio for an outdoor event......................................................... 1657 CUESTA01C Install staging elements...........................................................................................................1662 CUESTA02C Operate staging elements....................................................................................................... 1667 CUESTA03C Operate flying systems............................................................................................................1671 CUESTA05C Apply a general knowledge of staging to work activities......................................................... 1676 CUESTA06B Apply a general knowledge of theatrical rigging......................................................................1680 CUETEM03C Establish and manage production requirements and resources............................................ 1684 CUETEM07B Tour the production.................................................................................................................1689 CUETGE15B Handle physical elements during bump in/bump out.............................................................. 1694 CUFCMP301A Implement copyright arrangements...................................................................................... 1698 CUFCMP501A Manage and exploit copyright arrangements....................................................................... 1703 CUFDIG201A Maintain interactive content................................................................................................... 1708 CUFDIG302A Author interactive sequences.................................................................................................1712 CUFDIG303A Produce and prepare photo images.......................................................................................1717 CUFDIG401A Author interactive media........................................................................................................ 1723 CUFDIG402A Design user interfaces........................................................................................................... 1729 CUFDIG403A Create user interfaces............................................................................................................1735 CUFDIG502A Design web environments......................................................................................................1742 CUFGMT301A Repair and maintain production equipment..........................................................................1749 CUFIND201A Develop and apply creative arts industry knowledge............................................................. 1759 CUFIND301A Work effectively in the screen and media industries.............................................................. 1764 CUFIND401A Provide services on a freelance basis....................................................................................1773 CUFIND402A Develop screen and media specialist expertise..................................................................... 1780 CUFLGT101A Apply a general knowledge of lighting to work activities........................................................1786 CUFLGT301A Prepare, install and test lighting equipment...........................................................................1792 CUFPOS201A Perform basic vision and sound editing................................................................................ 1801 CUFPOS402A Manage media assets...........................................................................................................1811 CUFPPM602A Plan and manage film and media post-production............................................................... 1816 CUFRES201A Collect and organise content for broadcast or publication.................................................... 1824 CUFRES401A Conduct research..................................................................................................................1829 CUFSOU204A Perform basic sound editing................................................................................................. 1834 CUFSOU301A Prepare audio assets............................................................................................................1843 CUFSOU302A Compile audio material for broadcast................................................................................... 1848 CUFWRT301A Write content for a range of media....................................................................................... 1855 CUFWRT401A Edit texts...............................................................................................................................1863 CUVADM08B Develop and manage public relations strategies....................................................................1870 CUVADM10B Research and utilise revenue and funding opportunities....................................................... 1875
CUVADM13B Research and critique cultural work(s)................................................................................... 1879 CUVCOR02B Develop and articulate concept for own work.........................................................................1885 CUVPHI514A Employ colour management in a digital imaging workplace...................................................1889 CUVPRP02B Develop understanding of own Aboriginal or Torres Strait Islander identity........................... 1897 CUVVSP14B Apply techniques to produce drawings................................................................................... 1901 FNSICGEN402B Participate in negotiations................................................................................................. 1905 FNSICORG501B Develop a budget..............................................................................................................1909 FNSICORG502B Manage a budget.............................................................................................................. 1912 FNSICORG609B Develop and manage financial systems........................................................................... 1915 HLTFA201A Provide basic emergency life support.......................................................................................1920 HLTFA301B Apply first aid............................................................................................................................ 1921 ICAA5144B Determine best-fit topology for a local network......................................................................... 1922 ICAI5172B Implement backbone technologies in a local area network........................................................ 1927 ICAS4191B Maintain website performance...................................................................................................1933 ICAS5199B Manage business websites and servers....................................................................................1940 ICAS5203B Evaluate and select a web hosting service................................................................................1946 ICAT4221B Locate equipment, system and software faults..........................................................................1951 ICAU1128B Operate a personal computer....................................................................................................1956 ICAU1133B Send and retrieve information using web browsers and email..................................................1961 ICAU1204B Locate and use relevant on-line information............................................................................. 1967 ICAU2005B Operate computer hardware..................................................................................................... 1971 ICAU2006B Operate computing packages................................................................................................... 1976 ICAU3019B Migrate to new technology........................................................................................................ 1981 ICAU3126B Use advanced features of computer applications..................................................................... 1986 ICPMM296A Create and test a CD-ROM / DVD........................................................................................... 1990 MEM18001C Use hand tools........................................................................................................................ 1993 MEM18002B Use power tools/hand held operations.................................................................................... 1997 PSPPROC602B Direct the management of contracts.................................................................................. 2001 SITTVAF001A Provide venue information and assistance........................................................................... 2008 SITXEVT002A Provide event staging support.............................................................................................. 2011 SITXEVT003A Process and monitor event registrations...............................................................................2016 SITXEVT004A Coordinate on-site event registrations.................................................................................. 2020 SITXEVT009A Develop event concepts........................................................................................................2024 SITXEVT010A Evaluate and address event regulatory requirements.......................................................... 2029 SITXEVT011A Develop crowd control plans and procedures.......................................................................2034 SITXEVT012A Select event venues and sites.............................................................................................. 2040 SITXEVT013A Manage event staging...........................................................................................................2046 SITXEVT014A Develop conference programs..............................................................................................2051 SITXEVT015A Manage exhibitions............................................................................................................... 2056 SITXEVT016A Organise and monitor event infrastructure............................................................................2062 SITXEVT017A Provide on-site event management services........................................................................ 2067 SITXEVT019A Manage multi-venue events..................................................................................................2073 SITXFIN007A Manage physical assets.........................................................................................................2078 SITXHRM004A Manage volunteers.............................................................................................................. 2083 SITXMPR001A Coordinate production of brochures and marketing materials............................................. 2088 SRXFAC009B Plan, develop and commission facility development............................................................. 2093 TAAASS401C Plan and organise assessment............................................................................................. 2101 TAAASS402C Assess competence.............................................................................................................. 2118 TAADEL401B Plan and organise group-based delivery............................................................................... 2134 TAADEL402B Facilitate group-based learning..............................................................................................2146 TAADEL403B Facilitate individual learning...................................................................................................2161 TAADES501B Design and develop learning strategies................................................................................ 2172 TAADES502B Design and develop learning resources................................................................................ 2184 TAAENV501B Maintain and enhance professional practice......................................................................... 2197
CUS09 Music (Version 1.1) Preliminary Information
Preliminary Information
Important Note to Users
Training Packages are not static documents; they are amended periodically to reflect the latest industry practices and are version controlled. It is essential that the latest version is always used. Check the version number before commencing training or assessment This Training Package is Version 1.1 - check whether this is the latest version by going to the National Training Information Service ( www.ntis.gov.au) and locating information about the Training Package. Alternatively, contact Innovation and Business Industry Skills Council at http://www.ibsa.org.au to confirm the latest version number. Explanation of version number conventions The primary release Training Package is Version 1. When changes are made to a Training Package, sometimes the version number is changed and sometimes it is not, depending on the extent of the change. When a Training Package is reviewed it is considered to be a new Training Package for the purposes of version control, and is Version 1. Do not confuse the version number with the Training Packages national code (which remains the same during its period of endorsement). Version modification history The version details of this endorsed Training Package are in the table below. The latest information is at the top of the table.
Version 1.1 Release Date ?? 2010 Comments
Inclusion of the NQC flexibility rules relating to the mix of importable units and provision for access to accredited courses to the following qualifications:

CUS20109 Certificate II in Music CUS30109 Certificate III in Music CUS30209 Certificate III in Technical Production CUS30309 Certificate III in Music Business CUS40109 Certificate IV in Music CUS40209 Certificate IV in Sound Production CUS40309 Certificate IV in Music Business CUS50109 Diploma of Music CUS50209 Diploma of Sound Production CUS50309 Diploma of Music Business CUS60109 Advanced Diploma of Music CUS60209 Advanced Diploma of Sound Production CUS60309 Advanced Diploma of Music Business
Inclusion of business continuity units into the elective pool for the following qualifications:

CUS30109 Certificate III in Music CUS40209 Certificate IV in Sound Production CUS40309 Certificate IV in Music Business CUS50109 Diploma of Music CUS50209 Diploma of Sound Production
Version
Release Date
Comments CUS50309 Diploma of Music Business CUS60209 Advanced Diploma of Sound Production CUS60309 Advanced Diploma of Music Business
Inclusion of appropriate sustainability unit from Business Services training package into the elective pool of:

CUS20109 Certificate II in Music CUS30109 Certificate III in Music CUS30209 Certificate III in Technical Production CUS30309 Certificate III in Music Business CUS40109 Certificate IV in Music CUS40209 Certificate IV in Sound Production CUS40309 Certificate IV in Music Business CUS50109 Diploma of Music CUS50209 Diploma of Sound Production CUS50309 Diploma of Music Business CUS60109 Advanced Diploma of Music CUS60209 Advanced Diploma of Sound Production CUS60309 Advanced Diploma of Music Business
Inclusion of specific reference to knowledge relating to sustainability issues in screen and media in the following units:
CUSIND301B Work effectively in the music industry
This affects the following qualifications:

CUS30109 Certificate III in Music CUS30209 Certificate III in Technical Production CUS30309 Certificate III in Music Business CUS40109 Certificate IV in Music CUS40309 Certificate IV in Music Business
Unit BSBSMB408B Manage personal, family, cultural and business obligations has been upgraded to the most recent version, this affects:
CUS40109 Certificate IV in Music CUS40209 Certificate IV in Sound Production CUS40309 Certificate IV in Music Business
Unit codes corrected in the following electives shown in CUS30209:

CUELGT03C to CUFLGT303A CUELGT05C to CUFLGT302A CUELGT04C to CUFLGT304A
Unit title for CUSSOU404A changed to "Edit dialogue", this affects the following:
CUS50209 Diploma of Sound Production CUS40209 Certificate IV in Sound Production
Addition of imported qualification:

Version
Release Date
Comments
CUF10107 Certificate I in Creative Industries

1 ?? 2009
Primary release
CUS09 Music Training Package is a revision of CUS01 Music Industry Training Package, developed by the now defunct CREATE Australia. Version 1 of CUS01 was endorsed on 5 April 2001 and, for the first time in Australia, provided national qualifications for vocational education and training in the music industry. The Training Package covered diverse occupations in the music industry across music business, sound production, and performing and composing music. A review of the Training Package in 2002 resulted in some minor typographical changes to units of competency listed within qualifications. CUS09 has involved a number of changes to the Training Package. The industry coverage remains the same as for CUS01, namely music business, sound production, music performance and music composition. However, sound production has been expanded to encompass a broad range of industry production contexts - from live music concerts and stage productions to sound recording, mixing and editing in the screen, media and interactive games industries. CUS09 also sees the introduction of a music tutor skill set, which provides pathways into qualifications in the BSB07 Business Services Training Package and the TAA04 Training and Assessment Training Package.
Summary of AQF qualifications in this Training Package Code CUS20109 CUS30109 CUS30209 CUS30309 CUS40109 CUS40209 CUS40309 CUS50109 CUS50209 CUS50309 CUS60109 CUS60209 CUS60309 Title Certificate II in Music Certificate III in Music Certificate III in Technical Production Certificate III in Music Business Certificate IV in Music Certificate IV in Sound Production Certificate IV in Music Business Diploma of Music Diploma of Sound Production Diploma of Music Business Advanced Diploma of Music Advanced Diploma of Sound Production Advanced Diploma of Music Business
Units of competency in this Training Package and their prerequisites

Note the prerequisite column is only displayed if prerequisites exist.
Code CUSADM301A CUSEVT301A CUSFIM501A CUSIND301B CUSIND302A CUSIND401A CUSIND501A CUSLED501A CUSLED502A CUSMCP301A CUSMCP302A CUSMCP303A CUSMCP401A CUSMCP402A CUSMCP501A CUSMCP502A CUSMCP503A CUSMCP601A CUSMCP602A CUSMGT401A CUSMGT402A CUSMGT403A CUSMGT404A CUSMGT502A CUSMGT503A CUSMKG301A
Title Administer operations for rehearsals and performances Book performance venues Secure funding for projects Work effectively in the music industry Plan a career in the creative arts industry Develop specialist expertise in the music industry Apply music knowledge and artistic judgement Provide instrumental or vocal tuition Provide tuition for composition Compose simple songs or musical pieces Write song lyrics Develop simple musical pieces using electronic media Develop techniques for arranging music Develop techniques for composing music Compose music using electronic media Compose music for screen Prepare compositions for publishing Extend techniques for composing music Extend techniques for arranging music Manage distribution of music and associated products Administer music publishing income Manage licensing of music Administer artists' royalty income Manage artists and their careers Develop artists and repertoire Assist with the promotion of creative acts
Code CUSMKG501A CUSMLT201A CUSMLT202A CUSMLT301A CUSMLT302A CUSMLT303A CUSMLT401A CUSMLT402A CUSMLT403A CUSMLT501A CUSMLT502A CUSMLT601A CUSMLT602A CUSMPF101A CUSMPF102A CUSMPF201A CUSMPF202A CUSMPF203A CUSMPF204A CUSMPF301A CUSMPF302A CUSMPF303A CUSMPF304A CUSMPF305A CUSMPF401A CUSMPF402A CUSMPF403A
Title Manage the promotion of creative acts Develop and apply musical ideas and listening skills Apply knowledge of music culture to music making Apply knowledge of genre to music making Develop and apply aural-perception skills Notate music Notate music for performance Articulate ideas about music Analyse functional harmony Refine aural-perception skills Apply concepts about the impact of music to professional practice Analyse music Analyse harmony Develop skills to play or sing music Develop ensemble skills to perform simple musical parts Play or sing simple musical pieces Incorporate music technology into performance Develop ensemble skills for playing or singing music Play music from simple written notation Develop technical skills in performance Prepare for performances Contribute to backup accompaniment Make a music demo Develop improvisation skills Rehearse music for group performances Develop and maintain stagecraft skills Develop repertoire as part of a backup group
Code CUSMPF404A CUSMPF405A CUSMPF406A CUSMPF407A CUSMPF408A CUSMPF409A CUSMPF410A CUSMPF501A CUSMPF502A CUSMPF503A CUSMPF505A CUSMPF506A CUSMPF507A CUSMPF508A CUSMPF601A CUSMPF602A CUSMPF603A CUSMPF604A CUSMPF605A CUSMPF606A CUSMPF607A CUSOHS301A CUSPUR501A CUSSOU201A CUSSOU202A CUSSOU301A CUSSOU302A
Title Perform music as part of a group Develop instrumental techniques Perform music as a soloist Develop vocal techniques Develop performance techniques on a second instrument Perform music using digital media Perform music from written notation Prepare a program for performance Incorporate interactive technology into performance Perform accompaniment Perform improvisation for audiences Develop technical skills and expand repertoire Present live audition programs Provide musical leadership in performance Present a music performance Manage stagecraft aspects of performances Refine performance techniques and expand repertoire Extend improvisation techniques Develop advanced vocal techniques Conduct musical performances Lead music rehearsals Follow occupational health and safety procedures Establish and manage recording contracts Assist with sound recordings Mix sound in a broadcasting environment Provide sound reinforcement Record and mix a basic music demo
Code CUSSOU303A CUSSOU304A CUSSOU305A CUSSOU401A CUSSOU402A CUSSOU403A CUSSOU404A CUSSOU405A CUSSOU406A CUSSOU407A CUSSOU501A CUSSOU502A CUSSOU503A CUSSOU504A CUSSOU505A CUSSOU601A CUSSOU602A CUSWRT501A
Title Set up and disassemble audio equipment Restore audio tracks Analyse soundtracks Record sound Develop and implement sound plans Perform advanced sound editing Edit dialogue Mix recorded music Record sound on location Coordinate location sound recording Develop sound designs Produce sound recordings Implement sound designs Create a final sound balance Compile music for soundtracks Manage production of sound designs Manage production of sound recordings Write about music
Imported units of competency in this Training Package Code BSBADM307B BSBADM311A BSBADM502B BSBADM506B BSBADV405A BSBADV406A BSBADV407A BSBADV507B BSBADV509A BSBADV510A BSBADV511A BSBCMM301A BSBCMM401A BSBCRT101A BSBCRT301A BSBCRT401A BSBCRT402A BSBCRT501A BSBCRT601A BSBCUS301A BSBCUS401A BSBCUS501A BSBDES201A BSBDES202A BSBDES305A BSBDES401A Title Organise schedules Maintain business resources Manage meetings Manage business document design and development Perform media calculations Buy and monitor media Apply media analysis and processing tools Develop a media plan Create mass print media advertisements Create mass electronic media advertisements Evaluate and recommend advertising media options Process customer complaints Make a presentation Apply critical thinking techniques Develop and extend critical and creative thinking skills Articulate, present and debate ideas Collaborate in a creative process Originate and develop concepts Research and apply concepts and theories of creativity Deliver and monitor a service to customers Coordinate implementation of customer service strategies Manage quality customer service Follow a design process Evaluate the nature of design in a specific industry context Source and apply information on the history and theory of design Generate design solutions Origin BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07
Code BSBDES501A BSBDES601A BSBDES602A BSBDIV301A BSBDIV601A BSBEBU401A BSBEBU501A BSBEBU502A BSBFIA301A BSBFIA401A BSBFIA402A BSBFIM501A BSBFIM601A BSBHRM402A BSBHRM503A BSBHRM506A BSBHRM602A BSBINM201A BSBINM301A BSBINM302A BSBINM501A BSBINM601A BSBINN301A BSBINN501A BSBINN502A BSBINN601A BSBITU201A
Title Implement design solutions Manage design realisation Research global design trends Work effectively with diversity Develop and implement diversity policy Review and maintain a website Investigate and design e business solutions Implement e business solutions Maintain financial records Prepare financial reports Report on financial activity Manage budgets and financial plans Manage finances Recruit, select and induct staff Manage performance management systems Manage recruitment selection and induction processes Manage human resources strategic planning Process and maintain workplace information Organise workplace information Utilise a knowledge management system Manage an information or knowledge management system Manage knowledge and information Promote innovation in a team environment Establish systems that support innovation Build and sustain an innovative work environment Manage organisational change Produce simple word processed documents
Origin BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07
Code BSBITU202A BSBITU203A BSBITU301A BSBITU302A BSBITU303A BSBITU304A BSBITU306A BSBITU309A BSBITU401A BSBITU402A BSBITU404A BSBLED101A BSBLED401A BSBMGT402A BSBMGT403A BSBMGT502B BSBMGT515A BSBMGT516A BSBMGT605B BSBMGT608B BSBMGT615A BSBMGT616A BSBMGT617A BSBMKG401B BSBMKG402B BSBMKG408B BSBMKG413A
Title Create and use spreadsheets Communicate electronically Create and use databases Create electronic presentations Design and produce text documents Produce spreadsheets Design and produce business documents Produce desktop published documents Design and develop complex text documents Develop and use complex spreadsheets Produce complex desktop published documents Plan skills development Develop teams and individuals Implement operational plan Implement continuous improvement Manage people performance Manage operational plan Facilitate continuous improvement Provide leadership across the organisation Manage innovation and continuous improvement Contribute to organisation development Develop and implement strategic plans Develop and implement a business plan Profile the market Analyse consumer behaviour for specific markets Conduct market research Promote products and services
Origin BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07
Code BSBMKG414A BSBMKG415A BSBMKG416A BSBMKG501B BSBMKG502B BSBMKG506B BSBMKG507A BSBMKG511A BSBMKG513A BSBMKG514A BSBMKG516A BSBMKG517A BSBMKG603B BSBMKG605B BSBMKG606B BSBMKG607B BSBMKG608A BSBMKG609A BSBMKG610A BSBOHS201A BSBOHS407A BSBOHS509A BSBPMG401A BSBPMG402A BSBPMG501A BSBPMG503A BSBPMG510A
Title Undertake marketing activities Research international markets Market goods and services internationally Identify and evaluate marketing opportunities Establish and adjust the marketing mix Plan market research Interpret market trends and developments Analyse data from international markets Promote products and services to international markets Implement and monitor marketing activities Profile international markets Analyse consumer behaviour for specific international markets Manage the marketing process Evaluate international marketing opportunities Manage international marketing programs Manage market research Develop organisational marketing objectives Develop a marketing plan Develop, implement and monitor a marketing campaign Participate in OHS processes Monitor a safe workplace Ensure a safe workplace Apply project scope management techniques Apply time management techniques Manage application of project integrative processes Manage project time Manage projects
Origin BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 TBA BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 TBA BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07
Code BSBPMG601A BSBPRO301A BSBPUB401A BSBPUB502A BSBPUB503A BSBPUB504A BSBPUR301B BSBPUR401B BSBPUR402B BSBRES401A BSBRES801A BSBRSK401A BSBRSK501A BSBSMB201A BSBSMB301A BSBSMB302A BSBSMB303A BSBSMB304A BSBSMB305A BSBSMB306A BSBSMB307A BSBSMB401A BSBSMB402A BSBSMB403A BSBSMB404A
Title Direct the integration of projects Recommend products and services Develop and apply knowledge of public relations industry Develop and manage complex public relations campaigns Manage fundraising and sponsorship activities Develop and implement crisis management plans Purchase goods and services Plan purchasing Negotiate contracts Analyse and present research information Initiate and lead applied research Identify risk and apply risk management processes Manage risk Identify suitability for micro business Investigate micro business opportunities Develop a micro business proposal Organise finances for the micro business Determine resource requirements for the micro business Comply with regulatory, taxation and insurance requirements for the micro business Plan a home based business Set up information and communications technology for the micro business Establish legal and risk management requirements of small business Plan small business finances Market the small business Undertake small business planning
Origin BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07
Code BSBSMB405A BSBSMB408B BSBSUS201A BSBWOR201A BSBWOR202A BSBWOR203A BSBWOR204A BSBWOR401A BSBWOR402A BSBWOR403A BSBWOR502A BSBWRT301A BSBWRT401A BSBWRT501A CUEAUD02C CUEAUD03C CUEAUD06B CUECOR01C CUEFIN03C CUEFOH04C CUEFOH06C CUEIND01C CUELGT03C CUELGT04C CUELGT05C CUELGT07B CUELGT09B
Title Monitor and manage small business operations Manage personal, family, cultural and business obligations Participate in environmentally sustainable work practices Manage personal stress in the workplace Organise and complete daily work activities Work effectively with others Use business technology Establish effective workplace relationships Promote team effectiveness Manage stress in the workplace Ensure team effectiveness Write simple documents Write complex documents Write persuasive copy Prepare, rig, test and modify vision systems Operate vision systems Apply a general knowledge of vision systems to work activities Manage own work and learning Obtain sponsorship Usher patrons Manage venue services Source and apply entertainment industry knowledge Install and operate follow spots Operate floor electrics Record and operate standard lighting cues Record and operate lighting using advanced techniques Apply a general knowledge of lighting to work activities
Origin BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 BSB07 CUE03 CUE03 CUE03 CUE03 CUE03 CUE03 CUE03 CUE03 TBA TBA TBA TBA TBA
Code CUEPRP03B CUESCE05B CUESET05C CUESMT06C CUESOU01C CUESOU03C CUESOU04C CUESOU07B CUESOU08B CUESOU09B CUESOU10B CUESOU11B CUESOU12B CUESOU13B CUESTA01C CUESTA02C CUESTA03C CUESTA05C CUESTA06B CUETEM03C CUETEM07B CUETGE15B CUFCMP301A CUFCMP501A CUFDIG201A CUFDIG302A
Title Apply a general knowledge of props construction Apply a general knowledge of scenic art Apply set construction techniques Plot technical requirements from scores Repair and maintain audio equipment Operate professional audio equipment Mix live audio Apply a general knowledge of audio to work activities Select and manage microphone and other audio input sources Manage and compile audio replay material Operate wireless audio equipment Set up and operate stage monitor systems Set up and operate audio system control networks Specify, install and operate audio for an outdoor event Install staging elements Operate staging elements Operate flying systems Apply a general knowledge of staging to work activities Apply a general knowledge of theatrical rigging Establish and manage production requirements and resources Tour the production Handle physical elements during bump in/bump out Implement copyright arrangements Manage and exploit copyright arrangements Maintain interactive content Author interactive sequences
Origin CUE03 CUE03 CUE03 CUE03 CUE03 CUE03 CUE03 CUE03 CUE03 CUE03 CUE03 CUE03 CUE03 CUE03 CUE03 CUE03 CUE03 CUE03 CUE03 CUE03 CUE03 CUE03 CUF07 CUF07 CUF07 CUF07
Code CUFDIG303A CUFDIG401A CUFDIG402A CUFDIG403A CUFDIG502A CUFGMT301A CUFIND201A CUFIND301A CUFIND401A CUFIND402A CUFLGT101A CUFLGT301A CUFPOS201A CUFPOS402A CUFPPM602A CUFRES201A CUFRES401A CUFSOU204A CUFSOU301A CUFSOU302A CUFWRT301A CUFWRT401A CUVADM08B CUVADM10B CUVADM13B CUVCOR02B CUVPHI514A
Title Produce and prepare photo images Author interactive media Design user interfaces Create user interfaces Design web environments Repair and maintain production equipment Develop and apply creative arts industry knowledge Work effectively in the screen and media industries Provide services on a freelance basis Develop screen and media specialist expertise Apply a general knowledge of lighting to work activities Prepare, install and test lighting equipment Perform basic vision and sound editing Manage media assets Plan and manage film and media post-production Collect and organise content for broadcast or publication Conduct research Perform basic sound editing Prepare audio assets Compile audio material for broadcast Write content for a range of media Edit texts Develop and manage public relations strategies Research and utilise revenue and funding opportunities Research and critique cultural work(s) Develop and articulate concept for own work Employ colour management in a digital imaging workplace
Origin CUF07 CUF07 CUF07 CUF07 CUF07 CUF07 CUF07 TBA CUF07 CUF07 CUF07 CUF07 CUF07 CUF07 CUF07 CUF07 CUF07 CUF07 CUF07 CUF07 CUF07 CUF07 CUV03 CUV03 CUV03 CUV03 CUV03
Code CUVPRP02B CUVVSP14B FNSICGEN402B FNSICORG501B FNSICORG502B FNSICORG609B HLTFA201A HLTFA301B ICAA5144B ICAI5172B ICAS4191B ICAS5199B ICAS5203B ICAT4221B ICAU1128B ICAU1133B ICAU1204B ICAU2005B ICAU2006B ICAU3019B ICAU3126B ICPMM296A MEM18001C MEM18002B PSPPROC602B SITTVAF001A
Title Develop understanding of own Aboriginal or Torres Strait Islander identity Apply techniques to produce drawings Participate in negotiations Develop a budget Manage a budget Develop and manage financial systems Provide basic emergency life support Apply first aid Determine best-fit topology for a local network Implement backbone technologies in a local area network Maintain website performance Manage business websites and servers Evaluate and select a web hosting service Locate equipment, system and software faults Operate a personal computer Send and retrieve information using web browsers and email Locate and use relevant on-line information Operate computer hardware Operate computing packages Migrate to new technology Use advanced features of computer applications Create and test a CD-ROM / DVD Use hand tools Use power tools/hand held operations Direct the management of contracts Provide venue information and assistance
Origin CUV03 CUV03 FNS04 FNS04 FNS04 FNS04 HLT07 HLT07 ICA05 ICA05 ICA05 ICA05 ICA05 ICA05 ICA05 ICA05 ICA05 ICA05 ICA05 ICA05 ICA05 TBA TBA TBA TBA SIT07
Code SITXEVT002A SITXEVT003A SITXEVT004A SITXEVT009A SITXEVT010A SITXEVT011A SITXEVT012A SITXEVT013A SITXEVT014A SITXEVT015A SITXEVT016A SITXEVT017A SITXEVT019A SITXFIN007A SITXHRM004A SITXMPR001A SRXFAC009B TAAASS401C TAAASS402C TAADEL401B TAADEL402B TAADEL403B TAADES501B TAADES502B TAAENV501B
Title Provide event staging support Process and monitor event registrations Coordinate on-site event registrations Develop event concepts Evaluate and address event regulatory requirements Develop crowd control plans and procedures Select event venues and sites Manage event staging Develop conference programs Manage exhibitions Organise and monitor event infrastructure Provide on-site event management services Manage multi-venue events Manage physical assets Manage volunteers Coordinate production of brochures and marketing materials Plan, develop and commission facility development Plan and organise assessment Assess competence Plan and organise group-based delivery Facilitate group-based learning Facilitate individual learning Design and develop learning strategies Design and develop learning resources Maintain and enhance professional practice
Origin SIT07 SIT07 SIT07 SIT07 SIT07 SIT07 SIT07 SIT07 SIT07 SIT07 SIT07 SIT07 SIT07 SIT07 SIT07 SIT07 TBA TAA04 TAA04 TAA04 TAA04 TAA04 TAA04 TAA04 TAA04
1. Mapping of qualifications
Qualification code and title CUS01 CUS10101 Certificate I in Music Industry (Foundation) CUS20101 Certificate II in Music Industry (Foundation) CUS30101 Certificate III in Music CUS30201 Certificate III in Music Industry (Technical Production) CUS30301 Certificate III in Music Industry (Business) CUS40101 Certificate IV in Music Qualification code and title CUS09 CUF10107 Certificate I in Creative Industries CUS20109 Certificate II in Music CUS30109 Certificate III in Music CUS30209 Certificate III in Technical Production Mapping details Qualification deleted and replaced by importing CUF10107 Certificate I in Creative Industries from the CUF07 Screen and Media Training Package. Outcomes deemed as equivalent to CUS20101. Outcomes deemed as equivalent to CUS30101. Qualification deleted and replaced by a flexible cross-industry qualification: CUS30209 Certificate III in Technical Production. CUS30309 Certificate III in Music Business Outcomes deemed as equivalent to CUS30301. CUS40109 Certificate IV in Music Outcomes deemed as equivalent to CUS40101. Qualification deleted and replaced by a flexible cross-industry qualification: CUS40209 Certificate IV in Sound Production. CUS40301 Certificate IV in Music Industry CUS40309 Certificate IV in Music Business Outcomes deemed as equivalent to CUS40301. (Business) CUS50101 Diploma of Music CUS50201 Diploma of Music Industry (Technical Production) CUS50109 Diploma of Music CUS50209 Diploma of Sound Production Outcomes deemed as equivalent to CUS50101. Qualification deleted and replaced by a flexible cross-industry qualification: CUS50209 Diploma of Sound Production.
CUS40201 Certificate IV in Music Industry CUS40209 Certificate IV in Sound (Technical Production) Production
CUS50301 Diploma of Music Industry (Business) CUS60101 Advanced Diploma of Music CUS60201 Advanced Diploma of Music Industry (Technical Production)
CUS50309 Diploma of Music Business CUS60109 Advanced Diploma of Music CUS60209 Advanced Diploma of Sound Production
Outcomes deemed as equivalent to CUS50301. Outcomes deemed as equivalent to CUS60101. Qualification deleted and replaced by a flexible cross-industry qualification: CUS60209 Advanced Diploma of Sound Production.
CUS60301 Advanced Diploma of Music Industry (Business)
CUS60309 Advanced Diploma of Music Business
Outcomes deemed as equivalent to CUS60301.
2. Mapping of units of competency

Unit code and title CUS01 CUSADM01A Purchase or hire equipment/supplies Unit code and title CUS09 Nil Mapping details Unit deleted. Content covered by importing BSBPUR301B Purchase goods and services. Not equivalent. Unit deleted. Content covered by importing BSBPUR401B Plan purchasing. Not equivalent. Unit deleted. Content covered by importing BSBPMG510A Manage projects. Not equivalent. Unit deleted. Content covered by importing BSBPMG501A Manage application of project integrative processes and BSBPMG601A Direct the integration of projects. Not equivalent. Unit deleted. Content covered by importing BSBMGT616A Develop and implement strategic plans and BSBMGT617A Develop and implement a business plan. Not equivalent.
CUSADM02A Coordinate the purchase Nil or hire of equipment/supplies CUSADM03A Manage a project Nil
CUSADM04A Manage a major project Nil
CUSADM05A Develop and implement Nil a business/strategic plan
CUSADM06A Develop and implement Nil an operational plan CUSADM07A Establish and maintain work and contractual relationships CUSADM08A Address copyright requirements Nil Nil
Unit deleted. Content covered by importing BSBMGT515A Manage operational plan. Not equivalent. Unit deleted. Content covered in CUSIND301A Work effectively in the music industry. Not equivalent. Unit deleted. Content covered by importing CUFCMP301A Implement copyright arrangements and CUFCMP501A Manage and exploit copyright arrangements. Not equivalent. Unit deleted. Content covered by importing BSBSMB401A Establish legal and risk management requirements of small business. Not equivalent. Unit deleted. Content covered in CUSPUR501A Establish and manage recording contracts and by importing BSBPUR402B Negotiate contracts. Not equivalent. Unit has been updated and is equivalent to CUSBAD03A. Unit has been updated and is equivalent to CUSBAD06A. Unit deleted. Content covered in CUSIND301A Work effectively in the music industry. Not equivalent. Unit deleted. Content covered by importing BSBRSK501A Manage risk. Not equivalent. Unit has been updated and is equivalent to CUSBAD18A. Unit deleted. Content covered in CUSMGT402A Administer music publishing income and CUSMGT404A
CUSADM09A Address legal and administrative requirements CUSADM10A Establish and manage contracts
Nil
Nil
CUSBAD03A Administer operations for CUSADM301A Administer operations performances and rehearsals for rehearsals and performances CUSBAD06A Source and secure appropriate performance venues CUSBAD13A Assess performing and recording deals CUSBAD15A Manage risk and crises for an act of show CUSEVT301A Book performance venues Nil Nil
CUSBAD18A Manage artists and their CUSMGT502A Manage artists and careers their careers CUSBFI12A Calculate, collect and distribute publishing income Nil
Administer artists' royalty income. Not equivalent. CUSBGE01A Develop and update music industry knowledge CUSBGE11A Plan a career in music Nil Unit deleted. Content covered by importing CUFIND201A Develop and apply creative arts industry knowledge. Not equivalent. Unit has been updated and is equivalent to CUSBGE11A. Unit deleted. Content covered by importing BSBSMB306A Plan a home-based business and BSBSMB405A Monitor and manage small business operations. Not equivalent. Unit deleted. Content covered in CUSIND501A Apply music knowledge and artistic judgement. Not equivalent. Unit deleted. Content covered in CUSMKG301A Assist with the promotion of creative acts and CUSMKG501A Manage the promotion of creative acts. Not equivalent. Unit deleted. Content covered in CUSMKG301A Assist with the promotion of creative acts and CUSMKG501A Manage the promotion of creative acts. Not equivalent. Unit deleted. Content covered in CUSMKG301A Assist with the promotion of creative acts and CUSMKG501A Manage the promotion of creative acts. Not equivalent. Unit deleted. Content covered by importing CUFIND401A Provide services on a freelance basis. Not equivalent. Unit deleted. Content covered by importing CUVADM08B Develop and manage public relations strategies. Not equivalent. Unit has been updated and is equivalent to CUSBMA14A.
CUSIND302A Plan a career in the creative arts industry
CUSBGE16A Maintain self or group in Nil business CUSBGE17A Maintain and apply music industry knowledge CUSBMA04A Develop and promote image CUSBMA05A Promote the act to obtain deals CUSBMA07A Assess the feasibility of an act for promotion CUSBMA09A Promote own artistic work CUSBMA10A Determine publicity opportunities for an artistic event CUSBMA14A Manage, promote and Nil Nil
Nil
Nil
Nil Nil
CUSMGT403A Manage licensing of
negotiate licensing on published works music CUSBRA19A Develop artists and repertoire CUSFIN01A Finance a project CUSGEN01A Use and adapt to changes in technology CUSGEN02B Work in a culturally diverse environment CUSMGT503A Develop artists and repertoire CUSFIM501A Secure funding for projects Nil Unit has been updated and is equivalent to CUSBRA19A. Unit has been updated and is equivalent to CUSFIN01A. Unit deleted. Content covered in CUSIND301A Work effectively in the music industry and by importing ICAU3019B Migrate to new technology. Not equivalent. Unit deleted. Content covered by importing BSBDIV301A Work effectively with diversity. Not equivalent. Unit deleted. Content covered by importing BSBWOR502A Ensure team effectiveness. Not equivalent. Unit deleted. Content covered by importing FNSICGEN402B Participate in negotiations. Not equivalent. Unit deleted. Content covered by importing BSBCMM401A Make a presentation. Not equivalent. Unit has been updated and is equivalent to CUSLRN01A.
Nil
CUSGEN03B Collaborate with Nil colleagues in planning and producing a project CUSGEN04A Participate in negotiations CUSGEN05B Make presentations CUSLRN01A Provide musical leadership in performance CUSLRN02A Provide instrumental / vocal tuition CUSLRN03A Provide tuition for composition CUSLRN04A Prepare for and lead a Nil
Nil CUSMPF508A Provide musical leadership in performance
CUSLED501A Provide instrumental or Unit has been updated and is equivalent to CUSLRN02A. vocal tuition CUSLED502A Provide tuition for composition Unit has been updated and is equivalent to CUSLRN03A.
CUSMPF607A Lead music rehearsals Unit has been updated and is equivalent to CUSLRN04A.
music rehearsal CUSLRN05A Direct or conduct music in performance CUSMAR01A Promote products and services CUSMCP01A Contribute creative music ideas to a project CUSMPF606A Conduct musical performances Nil Nil Unit has been updated and is equivalent to CUSLRN05A. Unit deleted. Content covered by importing BSBMKG413A Promote products and services. Not equivalent. Unit deleted. Content covered by importing BSBCRT301A Develop and extend critical and creative thinking skills. Not equivalent. Unit deleted. Content covered in CUSMCP301A Compose simple songs or musical pieces, CUSMCP302A Write song lyrics and CUSMCP303A Develop simple musical pieces using electronic media. Not equivalent. Unit deleted. Content covered in CUSMCP301A Compose simple songs or musical pieces, CUSMCP302A Write song lyrics and CUSMCP303A Develop simple musical pieces using electronic media. Not equivalent. Unit deleted. Content covered in CUSMCP301A Compose simple songs or musical pieces, CUSMCP302A Write song lyrics and CUSMCP303A Develop simple musical pieces using electronic media. Not equivalent. Unit deleted. Content covered in CUSMCP402A Develop techniques for composing music and CUSMCP601A Extend techniques for composing music. Not equivalent. Unit deleted. Content covered in CUSMCP501A Compose music using electronic media, CUSMCP502A Compose music for screen and CUSSOU505A Compile music for soundtracks. Not equivalent.
CUSMCP02A Compose a simple song Nil or tune
CUSMCP03A Create a simple accompaniment for a song or tune
Nil
CUSMCP04A Compose songs or tunes in a range of styles
Nil
CUSMCP05A Create original music
Nil
CUSMCP06A Compose music for screen using electronic media
Nil
CUSMCP07A Prepare compositions for performance / publishing
Nil
Unit deleted. Content covered in CUSMLT401A Notate music for performance and CUSMCP503A Prepare compositions for publishing. Not equivalent.
CUSMCP08A Arrange music for a brief CUSMCP401A Develop techniques for Unit has been updated and is equivalent to CUSMCP08A. arranging music CUSMCP09A Arrange music for screen CUSMCP10A Interpret, confirm and create music for a brief CUSMCP11A Compose music for screen Nil Unit deleted. Content covered in CUSMCP401A Develop techniques for arranging music. Not equivalent.
CUSMCP402A Develop techniques for Unit has been updated and is equivalent to CUSMCP10A. composing music Nil Unit deleted. Content covered in CUSMCP502A Compose music for screen and CUSSOU505A Compile music for soundtracks. Not equivalent. Unit deleted. Content covered in CUSIND302A Plan a career in the creative arts industry, CUSMPF401A Rehearse music for group performances and CUSMPF403A Develop repertoire as part of a backup group. Not equivalent. Unit deleted. Content covered in CUSIND401A Develop specialist expertise in the music industry, CUSMLT501A Refine aural-perception skills and CUSIND501A Apply music knowledge and artistic judgement. Not equivalent. Unit deleted. Content incorporated into CUSMCP501A Compose music using electronic media and CUSMPF409A Perform music using digital media. Not equivalent. Unit has been updated and is equivalent to CUSMGE04A. Unit has been updated and is equivalent to CUSMGE05A.
CUSMGE01A Maintain self or group in Nil music
CUSMGE02A Develop self as artist
Nil
CUSMGE03A Use instruments, equipment and/or electronic technology for making music CUSMGE04A Analyse music
Nil
CUSMLT601A Analyse music
CUSMGE05A Write music copy, CUSWRT501A Write about music articles, criticism and/or program notes
CUSMGE06A Read music
Nil
Unit deleted. Content covered in CUSMPF204A Play music from simple written notation and CUSMLT303A Notate music. Not equivalent. Unit has been updated and is equivalent to CUSMGE07A. Unit deleted. Content covered by importing CUFCMP301A Implement copyright arrangements. Not equivalent. Unit has been updated and is equivalent to CUSMGE09A. Unit deleted. Content covered in CUSMCP303A Develop simple musical pieces using electronic media. Not equivalent. Unit deleted. Content covered in CUSMLT201A Develop and apply musical ideas and listening skills and CUSMLT202A Apply knowledge of music culture to music making. Not equivalent. Unit deleted. Content covered in CUSMLT301A Apply knowledge of genre to music making, CUSMLT302A Develop and apply aural-perception skills and CUSMLT501A Refine aural-perception skills. Not equivalent.
CUSMGE07A Analyse harmony CUSMGE08A Use the internet to access and modify music CUSMGE09A Use MIDI devices or software to perform music
CUSMLT602A Analyse harmony Nil CUSMPF202A Incorporate music technology into performance
CUSMGE10A Use MIDI devices and/or Nil software to compose music CUSMGE11A Develop music knowledge and listening skills Nil
CUSMGE12A Maintain and expand music knowledge and critical listening skills
Nil
CUSMGE13A Apply music knowledge CUSIND501A Apply music knowledge Unit has been updated and is equivalent to CUSMGE13A. and artistic judgement and artistic judgement CUSMGE14A Read music for performance and analysis CUSMPF410A Perform music from written notation Unit has been updated and is equivalent to CUSMGE14A.
CUSMPF01A Develop basic technical CUSMPF101A Develop skills to play or Unit has been updated and is equivalent to CUSMPF01A. skills for playing or singing music sing music
CUSMPF02A Develop technical skills for playing or singing music CUSMPF03A Develop and maintain stagecraft skills CUSMPF04A Prepare self for performance
CUSMPF201A Play or sing simple musical pieces CUSMPF402A Develop and maintain stagecraft skills Nil
Unit has been updated and is equivalent to CUSMPF02A. Unit has been updated and is equivalent to CUSMPF03A. Unit deleted. Content covered in CUSMPF302A Prepare for performances, CUSMPF401A Rehearse music for group performances and CUSMPF501A Prepare a program for performance. Not equivalent. Unit has been updated and is equivalent to CUSMPF05A.
CUSMPF05A Rehearse music for performance
CUSMPF401A Rehearse music for group performances
CUSMPF06A Extend technical skills in CUSMPF301A Develop technical skills Unit has been updated and is equivalent to CUSMPF06A. performance in performance CUSMPF07A Plan, prepare and perform for a demo recording CUSMPF08A Contribute to backup accompaniment for a performance CUSMPF09A Evaluate and extend performance technique CUSMPF10A Develop and practise improvisation Nil Unit deleted. Content covered in CUSMPF304A Make a music demo and CUSMPF302A Prepare for performances. Not equivalent. Unit has been updated and is equivalent to CUSMPF08A. Unit has been updated and is equivalent to CUSMPF09A. Unit has been updated and is equivalent to CUSMPF10A. Unit has been updated and is equivalent to CUSMPF11A. Unit has been updated and is equivalent to CUSMPF12A.
CUSMPF303A Contribute to backup accompaniment CUSMPF405A Develop instrumental techniques CUSMPF305A Develop improvisation skills
CUSMPF11A Perform music as part of CUSMPF404A Perform music as part a group of a group CUSMPF12A Plan, prepare and present a live audition program CUSMPF507A Present live audition programs
CUSMPF13A Plan and prepare a program for performance
CUSMPF501A Prepare a program for performance
Unit has been updated and is equivalent to CUSMPF13A. Unit has been updated and is equivalent to CUSMPF14A. Unit has been updated and is equivalent to CUSMPF15A. Unit has been updated and is equivalent to CUSMPF16A.
CUSMPF14A Perform accompaniment CUSMPF503A Perform accompaniment CUSMPF15A Perform music as a soloist CUSMPF16A Perform improvisation for audience CUSMPF17A Develop technical skills and expand repertoire CUSMPF18A Refine performance technique and expand repertoire CUSMPF406A Perform music as a soloist CUSMPF505A Perform improvisation for audiences
CUSMPF506A Develop technical skills Unit has been updated and is equivalent to CUSMPF17A. and expand repertoire Nil Unit deleted. Content covered in CUSMPF603A Refine performance techniques and expand repertoire and CUSMPF501A Prepare a program for performance. Not equivalent. Unit deleted. Content covered in CUSMPF603A Refine performance techniques and expand repertoire. Not equivalent. Unit has been updated and is equivalent to CUSMPF20A. Unit deleted. Content covered by importing BSBINM301A Organise workplace information and CUFRES201A Collect and organise content for broadcast or publication. Not equivalent. Unit deleted. Content covered by importing CUFRES401A Conduct research. Not equivalent. Unit deleted. Content covered by importing BSBOHS201A
CUSMPF19A Use private practice to refine performance technique CUSMPF20A Plan, prepare and present a recital performance CUSRAD01A Collect and organise information
Nil
CUSMPF601A Present a music performance Nil
CUSRAD02A Conduct research CUSSAF01A Follow safe practices in
Nil Nil
performing and/or listening to music CUSSAF02A Follow health, safety and CUSOHS301A Follow occupational security procedures in the music health and safety procedures industry CUSSOU01A Transport and set up instruments and equipment CUSSOU02A Operate a portable audio recorder CUSSOU03A Transfer sound CUSSOU04A Record sound CUSSOU05B Install, align and test audio equipment CUSSOU06A Lay soundtracks Nil
Participate in OHS processes. Not equivalent. Unit has been updated and is equivalent to CUSSAF02A.
Unit deleted. Content covered by importing CUETGE15B Handle physical elements safely during bump in/bump out. Not equivalent. Unit deleted. Content covered in CUSSOU201A Assist with sound recordings, and by importing CUFSOU302A Compile audio material for broadcast. Not equivalent. Unit deleted. Content covered by importing CUFSOU204A Perform basic sound editing. Not equivalent. Unit has been updated and is equivalent to CUSSOU04A. Unit deleted. Content covered in CUSSOU303A Set up and disassemble audio equipment. Not equivalent. Unit deleted. Content covered in CUSSOU302A Record and mix a basic music demo and CUSSOU406A Record sound on location. Not equivalent. Unit deleted. Content covered by importing CUFSOU204A Perform basic sound editing. Not equivalent. Unit has been updated and is equivalent to CUSSOU08A. Unit deleted. Content covered in CUSSOU302A Record and mix a basic music demo. Not equivalent.
Nil
Nil CUSSOU201A Assist with sound recordings Nil Nil
CUSSOU07A Edit sound using analogue systems CUSSOU08A Operate sound reinforcement systems CUSSOU09A Mix sound sources
Nil CUSSOU301A Provide sound reinforcement Nil
CUSSOU10A De-noise soundtracks CUSSOU11A Operate sound mixing console CUSSOU12A Edit sound using digital systems CUSSOU13A Set up, operate and de-rig portable sound recording equipment CUSSOU14A Breakdown soundtrack CUSSOU15A Create a final sound balance CUSSOU16A Develop sound design
Nil Nil
Unit deleted. Content covered in CUSSOU304A Restore audio tracks. Not equivalent. Unit deleted. Content covered in CUSSOU302A Record and mix a basic music demo and by importing CUESOU04C Mix live audio. Not equivalent. Unit deleted. Content covered by importing CUFSOU204A Perform basic sound editing. Not equivalent. Unit deleted. Content covered in CUSSOU303A Set up and disassemble audio equipment. Not equivalent. Unit has been updated and is equivalent to CUSSOU14A. Unit has been updated and is equivalent to CUSSOU15A.
Nil Nil
CUSSOU305A Analyse soundtracks CUSSOU504A Create a final sound balance
CUSSOU501A Develop sound designs Unit has been updated and is equivalent to CUSSOU16A. Unit has been updated and is equivalent to CUSSOU17A. Unit has been updated and is equivalent to CUSSOU18A. Unit has been updated and is equivalent to CUSSOU19A. Unit has been updated and is equivalent to CUSSOU20A. Unit deleted. Content covered in CUSSOU504A Create a final sound balance. Not equivalent. Unit has been updated and is equivalent to CUSSOU22A.
CUSSOU17A Develop and implement CUSSOU502A Produce sound sound production for a recording recordings CUSSOU18A Manage production for sound design CUSSOU19A Manage production for sound recording CUSSOU20A Prepare and compile music for a soundtrack CUSSOU21A Direct a final audio master CUSSOU601A Manage production of sound designs CUSSOU602A Manage production of sound recordings CUSSOU505A Compile music for soundtracks Nil
CUSSOU22A Implement sound design CUSSOU503A Implement sound
designs CUSSOU23A Specify sound system CUSSOU024A Edit sound using computerised digital equipment/ systems CUSTGE01A Supervise technical operations CUSIND301A Work effectively in the music industry Nil Nil Nil Nil Nil Nil Nil Nil CUSSOU402A Develop and implement sound plans Nil Unit has been updated and is equivalent to CUSSOU23A. Unit deleted. Content covered by importing CUFSOU204A Perform basic sound editing. Not equivalent. Unit deleted. Content covered by importing CUETEM03C Establish and manage production requirements and resources. Not equivalent. Unit required knowledge enhanced to emphasise sustainability knowledge for screen and media. New unit - no equivalent in CUS01.
Nil
CUSIND301B Work effectively in the music industry CUSIND401A Develop specialist expertise in the music industry
CUSMCP301A Compose simple songs New unit - no equivalent in CUS01. or musical pieces CUSMCP302A Write song lyrics New unit - no equivalent in CUS01.
CUSMCP303A Develop simple New unit - no equivalent in CUS01. musical pieces using electronic media CUSMCP501A Compose music using New unit - no equivalent in CUS01. electronic media CUSMCP502A Compose music for screen CUSMCP503A Prepare compositions for publishing CUSMCP601A Extend techniques for New unit - no equivalent in CUS01. New unit - no equivalent in CUS01. New unit - no equivalent in CUS01.
composing music Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil CUSMCP602A Extend techniques for arranging music New unit - no equivalent in CUS01.
CUSMGT401A Manage distribution of New unit - no equivalent in CUS01. music and associated products CUSMGT402A Administer music publishing income CUSMGT404A Administer artists' royalty income CUSMKG301A Assist with the promotion of creative acts New unit - no equivalent in CUS01. New unit - no equivalent in CUS01. New unit - no equivalent in CUS01.
CUSMKG501A Manage the promotion New unit - no equivalent in CUS01. of creative acts CUSMLT201A Develop and apply musical ideas and listening skills CUSMLT202A Apply knowledge of music culture to music making CUSMLT301A Apply knowledge of genre to music making CUSMLT302A Develop and apply aural-perception skills CUSMLT303A Notate music CUSMLT401A Notate music for performance New unit - no equivalent in CUS01. New unit - no equivalent in CUS01. New unit - no equivalent in CUS01. New unit - no equivalent in CUS01. New unit - no equivalent in CUS01. New unit - no equivalent in CUS01.
Nil Nil Nil Nil
CUSMLT402A Articulate ideas about music CUSMLT403A Analyse functional harmony
New unit - no equivalent in CUS01. New unit - no equivalent in CUS01.
CUSMLT501A Refine aural-perception New unit - no equivalent in CUS01. skills CUSMLT502A Apply concepts about the impact of music to professional practice CUSMPF102A Develop ensemble skills to perform simple musical parts CUSMPF203A Develop ensemble skills for playing or singing music New unit - no equivalent in CUS01.
Nil Nil Nil Nil Nil Nil Nil Nil Nil
New unit - no equivalent in CUS01. New unit - no equivalent in CUS01.
CUSMPF204A Play music from simple New unit - no equivalent in CUS01. written notation CUSMPF302A Prepare for performances CUSMPF304A Make a music demo CUSMPF403A Develop repertoire as part of a backup group CUSMPF407A Develop vocal techniques CUSMPF408A Develop performance techniques on a second instrument CUSMPF409A Perform music using New unit - no equivalent in CUS01. New unit - no equivalent in CUS01. New unit - no equivalent in CUS01. New unit - no equivalent in CUS01. New unit - no equivalent in CUS01. New unit - no equivalent in CUS01.
digital media Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil CUSMPF502A Incorporate interactive technology into performance CUSMPF602A Manage stagecraft aspects of performances CUSMPF603A Refine performance techniques and expand repertoire CUSMPF604A Extend improvisation techniques CUSMPF605A Develop advanced vocal techniques CUSPUR501A Establish and manage recording contracts CUSSOU202A Mix sound in a broadcasting environment New unit - no equivalent in CUS01. New unit - no equivalent in CUS01. New unit - no equivalent in CUS01. New unit - no equivalent in CUS01. New unit - no equivalent in CUS01. New unit - no equivalent in CUS01. New unit - no equivalent in CUS01.
CUSSOU302A Record and mix a basic New unit - no equivalent in CUS01. music demo CUSSOU303A Set up and disassemble audio equipment CUSSOU304A Restore audio tracks CUSSOU401A Record sound CUSSOU403A Perform advanced sound editing CUSSOU404A Edit dialogue New unit - no equivalent in CUS01. New unit - no equivalent in CUS01. New unit - no equivalent in CUS01. New unit - no equivalent in CUS01. New unit - no equivalent in CUS01.
Nil Nil Nil
CUSSOU405A Mix recorded music CUSSOU406A Record sound on location CUSSOU407A Coordinate location sound recording
New unit - no equivalent in CUS01. New unit - no equivalent in CUS01. New unit - no equivalent in CUS01.
Explanation of the review date The review date (shown on the title page and in the header of each page) indicates when the Training Package is expected to be reviewed in the light of changes such as changing technologies and circumstances. The review date is not an expiry date. Endorsed Training Packages and their components remain current until they are reviewed or replaced.
CUS09 Music (Version 1.1) Overview
Overview
What is a Training Package?
A Training Package is an integrated set of nationally endorsed competency standards, assessment guidelines and Australian Qualifications Framework (AQF) qualifications for a specific industry, industry sector or enterprise. Each Training Package: provides a consistent and reliable set of components for training, recognising and assessing peoples skills, and may also have optional support materials enables nationally recognised qualifications to be awarded through direct assessment of workplace competencies encourages the development and delivery of flexible training which suits individual and industry requirements encourages learning and assessment in a work-related environment which leads to verifiable workplace outcomes. How do Training Packages fit within the National Skills Framework? The National Skills Framework applies nationally, is endorsed by the Ministerial Council for Vocational and Technical Education, and comprises the Australian Quality Training Framework 2007 (AQTF 2007), and Training Packages endorsed by the National Quality Council (NQC). How are Training Packages developed? Training Packages are developed by Industry Skills Councils or enterprises to meet the identified training needs of specific industries or industry sectors. To gain national endorsement of Training Packages, developers must provide evidence of extensive research, consultation and support within the industry area or enterprise. How do Training Packages encourage flexibility? Training Packages describe the skills and knowledge needed to perform effectively in the workplace without prescribing how people should be trained. Training Packages acknowledge that people can achieve vocational competency in many ways by emphasising what the learner can do, not how or where they learned to do it. For example, some experienced workers might be able to demonstrate competency against the units of competency, and even gain a qualification, without completing a formal training program. With Training Packages, assessment and training may be conducted at the workplace, off-the-job, at a training organisation, during regular work, or through work experience, work placement, work simulation or any combination of these. Who can deliver and assess using Training Packages? Training and assessment using Training Packages must be conducted by a Registered Training Organisation (RTO) that has the qualifications or specific units of competency on its scope of registration, or that works in partnership with another RTO, as specified in the AQTF 2007. Training Package Components Training Packages are made up of mandatory components endorsed by the NQC, and optional support materials.
Training Package Endorsed Components

The nationally endorsed components include the Competency Standards, Assessment Guidelines and Qualifications Framework. These form the basis of training and assessment in the Training Package and, as such, they must be used.
Competency Standards Each unit of competency identifies a discrete workplace requirement and includes the knowledge and skills that underpin competency as well as language, literacy and numeracy; and occupational health and safety requirements. The units of competency must be adhered to in training and assessment to ensure consistency of outcomes. Assessment Guidelines The Assessment Guidelines provide an industry framework to ensure all assessments meet industry needs and nationally agreed standards as expressed in the Training Package and the AQTF 2007. The Assessment Guidelines must be followed to ensure the integrity of assessment leading to nationally recognised qualifications. Qualifications Framework Each Training Package provides details of those units of competency that must be achieved to award AQF qualifications. The rules around which units of competency can be combined to make up a valid AQF qualification in the Training Package are referred to as the "packaging rules". The packaging rules must be followed to ensure the integrity of nationally recognised qualifications issued. Training Package Support Materials The endorsed components of Training Packages are complemented and supported by optional support materials that provide for choice in the design of training and assessment to meet the needs of industry and learners. Training Package support materials can relate to single or multiple units of competency, an industry sector, a qualification or the whole Training Package. They tend to fall into one or more of the categories illustrated below.
Training Package support materials are produced by a range of stakeholders such as RTOs, individual trainers and assessors, private and commercial developers and Government agencies. Where such materials have been quality assured through a process of "noting" by the NQC, they display the following official logo. Noted support materials are listed on the National Training Information Service (NTIS), together with a detailed description and information on the type of product and its availability < www.ntis.gov.au>
It is not compulsory to submit support materials for noting; any resources that meet the requirements of the Training Package can be used.
Training Package, Qualification and Unit of Competency Codes

There are agreed conventions for the national codes used for Training Packages and their components. Always use the correct codes, exactly as they appear in the Training Package, and with the code always before the title. Training Package Codes Each Training Package has a unique five-character national code assigned when the Training Package is endorsed, for example CUS09. The first three characters are letters identifying the Training Package industry coverage and the last two characters are numbers identifying the year of endorsement. Qualification Codes Within each Training Package, each qualification has a unique eight-character code, for example CUS20109. Qualification codes are developed as follows: the first three letters identify the Training Package; the first number identifies the qualification level (noting that, in the qualification titles themselves, arabic numbers are not used); the next two numbers identify the position in the sequence of the qualification at that level; and the last two numbers identify the year in which the qualification was endorsed. (Where qualifications are added after the initial Training Package endorsement, the last two numbers may differ from other Training Package qualifications as they identify the year in which those particular qualifications were endorsed.)
Unit of Competency Codes Within each Training Package, each unit of competency has a unique code. Unit of competency codes are assigned when the Training Package is endorsed, or when new units of competency are added to an existing endorsed Training Package. Unit codes are developed as follows: a typical code is made up of 12 characters, normally a mixture of uppercase letters and numbers, as in CUSADM301A; the first three characters signify the Training Package - CUS09 - in the above example and up to eight characters, relating to an industry sector, function or skill area, follow; the last character is always a letter and identifies the unit of competency version. An "A" at the end of the code indicates that this is the original unit of competency. "B", or another incremented version identifier means that minor changes have been made. Typically this would mean that wording has changed in the range statement or evidence guide, providing clearer intent; and where changes are made that alter the outcome, a new code is assigned and the title is changed.
Training Package, Qualification and Unit of Competency Titles

There are agreed conventions for titling Training Packages and their components. Always use the correct titles, exactly as they appear in the Training Package, and with the code always placed before the title. Training Package Titles The title of each endorsed Training Package is unique and relates the Training Packages broad industry coverage. Qualification Titles The title of each endorsed Training Package qualification is unique. Qualification titles use the following sequence: first, the qualification is identified as either Certificate I, Certificate II, Certificate III, Certificate IV, Diploma, Advanced Diploma, Vocational Graduate Certificate, or Vocational Graduate Diploma; this is followed by the words "in" for Certificates I to IV, and "of" for Diploma, Advanced Diploma, Vocational Graduate Certificate and Vocational Graduate Diploma; then, the industry descriptor, for example Telecommunications; and then, if applicable, the occupational or functional stream in brackets, for example (Computer Systems). For example: CUS20109 Certificate II in Music Unit of Competency Titles
Each unit of competency title is unique. Unit of competency titles describe the competency outcome concisely, and are written in sentence case. For example:
CUSADM301A Administer operations for rehearsals and performances
Historical and General Information

The Music Training Package is one of a suite of Training Packages within the cultural
industries. The cultural industries comprise the following sectors: community cultural development entertainment interactive digital media library and information services museums, galleries and cultural heritage sites screen and media visual arts, craft and design.
The Music Training Package was first developed and endorsed in 2001 under the original title of CUS01 Music Industry Training Package. This revised CUS09 version is based on a comprehensive review of industry trends and feedback on CUS01 from both industry and training providers. It also takes into account Training Package development requirements as outlined in the Training Package Development Handbook which can be accessed online at www.tpdh.deewr.gov.au. The review and redevelopment of the national music qualifications were undertaken within a context of consultation and feedback from industry and training providers. A number of principles, which reflect IBSA guiding design principles for qualifications, underpin the revisions, including: maximising flexibility to ensure the qualifications can meet a range of different needs and contexts, including multi-skilling, specialisation and small or large business focus providing clear guidance on how to package units to meet specific job outcomes maximising opportunity to draw units from other Training Packages under IBSA coverage to increase flexibility, pathways and recognition importing units from Training Packages outside IBSA coverage, e.g. a range of units from the SIT07 Tourism, Hospitality and Events Training Package to address event management skill requirements developing qualifications that can be used within other Training Packages, e.g. technical production which is relevant to the CUE03 Entertainment Training Package, and sound production which is relevant to both the CUE03 Entertainment Training Package and the CUF07 Screen and Media Training Package. The qualifications are not courses and the units of competency are not curriculum documents. Conceptually, units represent logical chunks of work and the combination of units in qualifications reflect a whole job role. Guided by the packaging rules, registered training organisations (RTOs) select units that cover the skills required in whatever job roles they wish to target in courses. The qualification structure allows them to decide what they will teach, when and how. It describes the outcomes of training but leaves the detailed decision making and implementation to RTOs.
CUS09 Music (Version 1.1) Introduction
Introduction to the CUS09 Music Acting on behalf of the Australian government, and working within the scope of vocational education and training (VET), the Department of Education, Employment and Workplace Relations (DEEWR) works to ensure that Australian industries have access to the people and skills they need, both to maintain existing operations, and to achieve competitive and opportunity-led change. In July 2004, the then Australian National Training Authority (ANTA) established the Innovation and Business Industry Skills Council (which trades as Innovation and Business Skills Australia, or IBSA) to assist industry and governments to identify and coordinate activities directed towards meeting the people and skill needs of six key industry sectors of the Australian economy. These industry sectors include: business services cultural industries education financial services information and communication technologies (ICT) printing.
The cultural industries comprise screen and media, music and entertainment, museum and library/information services, and visual arts, craft and design. As with many other sectors, technological convergence is affecting the way people work in the creative industries. In a study for IBSA, the Centre for International Economics stated that 'convergence is redefining the boundaries between industries - many of the cultural and creative industries that were once separate now need similar skills'. (Source: Cultural Industries Research Project report prepared for IBSA by the Centre for International Economics, p. 23) Advances in digital technology and the internet as a mass, global communication network have had a dramatic effect on the way music is performed, recorded, promoted and distributed. Significant shifts include: the proliferation of home studios equipped with digital audio workstations that enable musicians and bands to record and mix their own singles and albums a decline in sales of physical products such as CDs, countered by a dramatic rise in digital sales through outlets such as iTunes and mobile phone companies new business models which extend the range of services and products covered in contracts with performers new approaches to music distribution through the internet new forms of online marketing which tap into social networking sites that allow musicians to communicate directly with fans entry of new participants in the music industry, such as mobile phone companies.
CUS09 Music (Version 1.1) Qualifications Framework
Qualifications Framework
The Australian Qualifications Framework
What is the Australian Qualifications Framework? A brief overview of the Australian Qualifications Framework (AQF) follows. For a full explanation of the AQF, see the AQF Implementation Handbook. The 2007 version of the AQF Implementation Handbook is expected to be available on the Australian Qualifications Framework Advisory Board (AQFAB) website www.aqf.edu.au during September 2007, and in print in October 2007 (obtain the hard copy by contacting AQFAB on phone 03 9639 1606 or email at aqfab@curriculum.edu.au). The AQF provides a comprehensive, nationally consistent framework for all qualifications in post-compulsory education and training in Australia. In the vocational education and training (VET) sector it assists national consistency for all trainees, learners, employers and providers by enabling national recognition of qualifications and Statements of Attainment. Training Package qualifications in the VET sector must comply with the titles and guidelines of the AQF. Endorsed Training Packages provide a unique title for each AQF qualification which must always be reproduced accurately. Qualifications Training Packages can incorporate the following eight AQF qualifications. Certificate I in ... Certificate II in ... Certificate III in ... Certificate IV in ... Diploma of ... Advanced Diploma of ... Vocational Graduate Certificate of ... Vocational Graduate Diploma of ...
On completion of the requirements defined in the Training Package, a Registered Training Organisation (RTO) may issue a nationally recognised AQF qualification. Issuance of AQF qualifications must comply with the advice provided in the AQF Implementation Handbook and the AQTF 2007 Essential Standards for Registration. Statement of Attainment A Statement of Attainment is issued by a Registered Training Organisation when an individual has completed one or more units of competency from nationally recognised qualification(s)/courses(s). Issuance of Statements of Attainment must comply with the advice provided in the current AQF Implementation Handbook and the AQTF 2007 Essential Standards for Registration. Under the AQTF 2007, RTOs must recognise the achievement of competencies as recorded on a qualification or Statement of Attainment issued by other RTOs. Given this, recognised competencies can progressively build towards a full AQF qualification. AQF Guidelines and Learning Outcomes The AQF Implementation Handbook provides a comprehensive guideline for each AQF qualification. A summary of the learning outcome characteristics and their distinguishing features for each VET related AQF qualification is provided below.
Certificate I
Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and skills would prepare a person to perform a defined range of activities most of which may be routine and predictable. Applications may include a variety of employment related skills including preparatory access and participation skills, broad-based induction skills and/or specific workplace skills. They may also include participation in a team or work group. Distinguishing Features of Learning Outcomes Do the competencies enable an individual with this qualification to: demonstrate knowledge by recall in a narrow range of areas; demonstrate basic practical skills, such as the use of relevant tools; perform a sequence of routine tasks given clear direction receive and pass on messages/information.
Certificate II
Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and skills would prepare a person to perform in a range of varied activities or knowledge application where there is a clearly defined range of contexts in which the choice of actions required is usually clear and there is limited complexity in the range of operations to be applied. Performance of a prescribed range of functions involving known routines and procedures and some accountability for the quality of outcomes. Applications may include some complex or non-routine activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team. Distinguishing Features of Learning Outcomes Do the competencies enable an individual with this qualification to: demonstrate basic operational knowledge in a moderate range of areas; apply a defined range of skills; apply known solutions to a limited range of predictable problems; perform a range of tasks where choice between a limited range of options is required; assess and record information from varied sources; take limited responsibility for own outputs in work and learning.
Certificate III
Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and competencies would cover selecting, adapting and transferring skills and knowledge to new environments and providing technical advice and some leadership in resolution of specified problems. This would be applied across a range of roles in a variety of contexts with some complexity in the extent and choice of options available. Performance of a defined range of skilled operations, usually within a range of broader related activities involving known routines, methods and procedures, where some discretion and judgement is required in the section of equipment, services or contingency measures and within known time constraints. Applications may involve some responsibility for others. Participation in teams including
group or team co-ordination may be involved. Distinguishing Features of Learning Outcomes Do the competencies enable an individual with this qualification to: demonstrate some relevant theoretical knowledge apply a range of well-developed skills apply known solutions to a variety of predictable problems perform processes that require a range of well-developed skills where some discretion and judgement is required interpret available information, using discretion and judgement take responsibility for own outputs in work and learning take limited responsibility for the output of others.
Certificate IV
Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and competencies would cover a broad range of varied activities or application in a wider variety of contexts most of which are complex and non-routine. Leadership and guidance are involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature. Performance of a broad range of skilled applications including the requirement to evaluate and analyse current practices, develop new criteria and procedures for performing current practices and provision of some leadership and guidance to others in the application and planning of the skills. Applications involve responsibility for, and limited organisation of, others. Distinguishing Features of Learning Outcomes Do the competencies enable an individual with this qualification to: demonstrate understanding of a broad knowledge base incorporating some theoretical concepts apply solutions to a defined range of unpredictable problems identify and apply skill and knowledge areas to a wide variety of contexts, with depth in some areas identify, analyse and evaluate information from a variety of sources take responsibility for own outputs in relation to specified quality standards take limited responsibility for the quantity and quality of the output of others.
Diploma
Characteristics of Learning Outcomes Breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and co-ordination. The self directed application of knowledge and skills, with substantial depth in some areas where judgment is required in planning and selecting appropriate equipment, services and techniques for self and others. Applications involve participation in development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation
functions. Group or team co-ordination may be involved. The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level. Distinguishing Features of Learning Outcomes Do the competencies or learning outcomes enable an individual with this qualification to: demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas analyse and plan approaches to technical problems or management requirements transfer and apply theoretical concepts and/or technical or creative skills to a range of situations evaluate information, using it to forecast for planning or research purposes take responsibility for own outputs in relation to broad quantity and quality parameters take some responsibility for the achievement of group outcomes.
Advanced Diploma
Characteristics of Learning Outcomes Breadth, depth and complexity involving analysis, design, planning, execution and evaluation across a range of technical and/or management functions including development of new criteria or applications or knowledge or procedures. The application of a significant range of fundamental principles and complex techniques across a wide and often unpredictable variety of contexts in relation to either varied or highly specific functions. Contribution to the development of a broad plan, budget or strategy is involved and accountability and responsibility for self and others in achieving the outcomes is involved. Applications involve significant judgement in planning, design, technical or leadership/guidance functions related to products, services, operations or procedures. The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level. Distinguishing Features of Learning Outcomes Do the competencies or learning outcomes enable an individual with this qualification to: demonstrate understanding of specialised knowledge with depth in some areas analyse, diagnose, design and execute judgements across a broad range of technical or management functions generate ideas through the analysis of information and concepts at an abstract level demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills demonstrate accountability for personal outputs within broad parameters demonstrate accountability for personal and group outcomes within broad parameters.
Vocational Graduate Certificate

Characteristics of competencies or learning outcomes The self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills. Substantial breadth and complexity involving the initiation, analysis, design, planning, execution and evaluation of technical and management functions in highly varied and
highly specialised contexts. Applications involve making significant, high-level, independent judgements in major broad or planning, design, operational, technical and management functions in highly varied and specialised contexts. They may include responsibility and broad-ranging accountability for the structure, management and output of the work or functions of others. The degree of emphasis on breadth, as opposed to depth, of knowledge and skills may vary between qualifications granted at this level. Distinguishing features of learning outcomes Demonstrate the self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills. Initiate, analyse, design, plan, execute and evaluate major broad or technical and management functions in highly varied and highly specialised contexts. Generate and evaluate ideas through the analysis of information and concepts at an abstract level. Demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills in complex contexts. Demonstrate responsibility and broad-ranging accountability for the structure, management and output of the work or functions of others.
Vocational Graduate Diploma

Characteristics of competencies or learning outcomes The self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills. Substantial breadth, depth and complexity involving the initiation, analysis, design, planning, execution and evaluation of major functions, both broad and highly specialised, in highly varied and highly specialised contexts. Further specialisation within a systematic and coherent body of knowledge. Applications involve making high-level, fully independent, complex judgements in broad planning, design, operational, technical and management functions in highly varied and highly specialised contexts. They may include full responsibility and accountability for all aspects of work and functions of others, including planning, budgeting and strategy development. The degree of emphasis on breadth, as opposed to depth, of knowledge and skills may vary between qualifications granted at this level. Distinguishing features of learning outcomes Demonstrate the self-directed development and achievement of broad and highly specialised areas of knowledge and skills, building on prior knowledge and skills. Initiate, analyse, design, plan, execute and evaluate major functions, both broad and within highly varied and highly specialised contexts. Generate and evaluate complex ideas through the analysis of information and concepts at an abstract level. Demonstrate an expert command of wide-ranging, highly specialised, technical, creative or conceptual skills in complex and highly specialised or varied contexts. Demonstrate full responsibility and accountability for personal outputs. Demonstrate full responsibility and accountability for all aspects of the work or functions of others, including planning, budgeting and strategy.
Qualification Pathways
The following pathways charts are provided to show the types of pathways into and from qualifications that are possible with this Training Package. For more information about qualifications and pathways contact Innovation and Business Industry Skills Council ( http://www.ibsa.org.au). CUS09 Music Training Package does not mandate particular pathways to the achievement of qualifications. It is the prerogative of RTOs to use the rules of the qualifications to provide the best learning programs and sequences to meet the needs of their students and customers. The following pathways chart is provided to show the types of pathways into and from qualifications that are possible with this Training Package. For more information about qualifications and pathways contact Innovation and Business Skills Australia.
Skill Sets
Definition Skill sets are defined as single units of competency, or combinations of units of competency from an endorsed Training Package, which link to a licence or regulatory requirement, or defined industry need. Wording on Statements of Attainment Skill sets are a way of publicly identifying logical groupings of units of competency which meet an identified need or industry outcome. Skill sets are not qualifications. Where skill sets are identified in a Training Package, the Statement of Attainment can set out the competencies a person has achieved in a way that is consistent and clear for employers and others. This is done by including the wording "these competencies meet [insert skill set title or identified industry area] need" on the Statement of Attainment. This wording applies only to skill sets that are formally identified as such in the endorsed Training Package. See
the 2007 edition of the AQF Implementation Handbook for advice on wording on Statements of Attainmentthe updated version is expected to be available on the AQFAB website www.aqf.edu.au during September 2007 and in print in October 2007.
Skill Sets in this Training Package

In response to issues raised in the first phase of the CUS01 Music Training Package review in 2005, a music tutor skill set has been developed. This contains a cluster of units addressing the small business and teaching skills required by music teachers who offer private music tuition.
Music tutor skill set

Target group This skill set is for music teachers who provide private instrumental and/or vocal tuition as part of a small business operation and whose own musicianship skills are equivalent to relevant units in the CUS60109 Advanced Diploma of Music. BSBSMB405A CUSIND401A CUSLED501A TAADEL403B Pathway Monitor and manage small business operations Develop specialist expertise in the music industry Provide instrumental or vocal tuition Facilitate individual learning
Units
These units of competency provide credit towards the following qualifications (and other qualifications that allow for selection of the same units): BSB40407 Certificate IV in Business (Small Business Management) TAA40104 Certificate IV in Training and Assessment.
Suggested words for statement of attainment
These units of competency from the Business Services (BSB07), Music (CUS09) and Training and Assessment (TAA04) Training Packages meet the requirements for providing instrumental and/or vocal tuition to individuals in a private studio.
The following pathways chart is provided to show the types of pathways into and from the music tutor skill set.
CUS09 Music (Version 1.1) Employability Skills
Employability Skills
Employability Skills replacing Key Competency information from 2006 In May 2005, the approach to incorporate Employability Skills within Training Package qualifications and units of competency was endorsed. As a result, from 2006 Employability Skills will progressively replace Key Competency information in Training Packages. Background to Employability Skills Employability Skills are also sometimes referred to as generic skills, capabilities or Key Competencies. The Employability Skills discussed here build on the Mayer Committee's Key Competencies, which were developed in 1992 and attempted to describe generic competencies for effective participation in work. The Business Council of Australia (BCA) and the Australian Chamber of Commerce and Industry (ACCI), produced the Employability Skills for the Future report in 2002 in consultation with other peak employer bodies and with funding provided by the Department of Education, Science and Training (DEST) and the Australian National Training Authority (ANTA). Officially released by Dr Nelson (Minister for Education, Science and Training) on 23 May 2002, copies of the report are available from the DEST website at: http://www.dest.gov.au/archive/ty/publications/employability_skills/index.htm. The report indicated that business and industry now require a broader range of skills than the Mayer Key Competencies Framework and featured an Employability Skills Framework identifying eight Employability Skills*: communication teamwork problem solving initiative and enterprise planning and organising self-management learning technology. The report demonstrated how Employability Skills can be further described for particular occupational and industry contexts by sets of facets. The facets listed in the report are the aspects of the Employability Skills that the sample of employers surveyed identified as being important work skills. These facets were seen by employers as being dependent both in their nature and priority on an enterprise's business activity. *Personal attributes that contribute to employability were also identified in the report but are not part of the Employability Skills Framework. Employability Skills Framework The following table contains the Employability Skills facets identified in the report Employability Skills for the Future. Skill Facets Aspects of the skill that employers identify as important. The nature and application of these facets will vary depending on industry and job type. Communication that contributes to productive
listening and understanding speaking clearly and directly

and harmonious relations across employees and customers
writing to the needs of the audience negotiating responsively reading independently empathising using numeracy effectively understanding the needs of internal and external customers persuading effectively establishing and using networks being assertive sharing information speaking and writing in languages other than English
Teamwork that contributes to productive working relationships and outcomes
working across different ages irrespective of gender, race, religion or political persuasion working as an individual and as a member of a team knowing how to define a role as part of the team applying teamwork to a range of situations e.g. futures planning and crisis problem solving identifying the strengths of team members coaching and mentoring skills, including giving feedback developing creative, innovative and practical solutions showing independence and initiative in identifying and solving problems solving problems in teams applying a range of strategies to problem solving using mathematics, including budgeting and financial management to solve problems applying problem-solving strategies across a range of areas testing assumptions, taking into account the context of data and circumstances resolving customer concerns in relation to complex project issues adapting to new situations developing a strategic, creative and long-term vision being creative identifying opportunities not obvious to others translating ideas into action generating a range of options initiating innovative solutions
Problem solving that contributes to productive outcomes
Initiative and enterprise that contribute to innovative outcomes
Planning and organising that contribute to long and short-term strategic planning
managing time and priorities - setting time lines, coordinating tasks for self and with others being resourceful taking initiative and making decisions adapting resource allocations to cope with contingencies establishing clear project goals and deliverables allocating people and other resources to tasks planning the use of resources, including time management participating in continuous improvement and planning processes developing a vision and a proactive plan to accompany it
predicting - weighing up risk, evaluating alternatives and applying evaluation criteria collecting, analysing and organising information understanding basic business systems and their relationships Self-management that contributes to employee satisfaction and growth having a personal vision and goals evaluating and monitoring own performance having knowledge and confidence in own ideas and visions articulating own ideas and visions taking responsibility
Learning that contributes to ongoing improvement and expansion in employee and company operations and outcomes
managing own learning contributing to the learning community at the workplace using a range of mediums to learn - mentoring, peer support and networking, IT and courses applying learning to technical issues (e.g. learning about products) and people issues (e.g. interpersonal and cultural aspects of work) having enthusiasm for ongoing learning being willing to learn in any setting - on and off the job being open to new ideas and techniques being prepared to invest time and effort in learning new skills acknowledging the need to learn in order to accommodate change having a range of basic IT skills applying IT as a management tool using IT to organise data being willing to learn new IT skills having the OHS knowledge to apply technology having the appropriate physical capacity
Technology that contributes to the effective carrying out of tasks
Employability Skills Summary An Employability Skills Summary exists for each qualification. Summaries provide a lens through which to view Employability Skills at the qualification level and capture the key aspects or facets of the Employability Skills that are important to the job roles covered by the qualification. Summaries are designed to assist trainers and assessors to identify and include important industry application of Employability Skills in learning and assessment strategies. The following is important information for trainers and assessors about Employability Skills Summaries. Employability Skills Summaries provide examples of how each skill is applicable to the job roles covered by the qualification. Employability Skills Summaries contain general information about industry context which is further explained as measurable outcomes of performance in the units of competency in each qualification. The detail in each Employability Skills Summary will vary depending on the range of job roles covered by the qualification in question. Employability Skills Summaries are not exhaustive lists of qualification requirements or checklists of performance (which are separate assessment tools that should be
designed by trainers and assessors after analysis at the unit level). Employability Skills Summaries contain information that may also assist in building learners' understanding of industry and workplace expectations.
Industry requirements for Employability Skills

CUS09 Music Training Package seeks to ensure that industry-endorsed employability skills are explicitly embedded in units of competency. The application of each skill and the level of detail included in each part of the unit will vary according to industry requirements and the nature of the unit of competency. Employability skills are both explicit and embedded within units of competency. This means that employability skills are: embedded in units of competency as part of the other performance requirements that make up the competency as a whole explicitly described within units of competency to enable Training Package users to identify accurately the performance requirements of each unit with regards to employability skills. CUS09 Music Training Package also seeks to ensure that employability skills are well-defined and written into units of competency so that they are apparent, clear and can be delivered and assessed as an essential component of unit work outcomes.
CUS09 Music (Version 1.1) Qualifications
Qualifications
CUS09 at a glance
The revised units in CUS09 address key concerns raised during the Phase One review of CUS01 in 2005. Namely: Restricting the number of AQF levels at which units can be packaged. With a few exceptions, all units are now recommended for packaging at no more than two AQF levels. Eliminating duplication of content between units. Broadening the scope of units to include a range of industry contexts where appropriate. Using plain English and accepted industry terminology. Providing clear guidance on required skills and knowledge and the critical aspects of evidence. Embedding relevant employability skills in elements and performance criteria, as well as in the required skills and knowledge sections of all units. 'Future-proofing' units against technological change. This has been done by using terms such as 'source media', 'relevant format' and 'relevant equipment' in elements and performance criteria and providing current examples in range statements. Units of competency that cover business skills specific to the music industry have been written to accommodate the digital age in which new approaches to music distribution and marketing continue to emerge. The expansion of the former music technology qualifications into qualifications that embrace the screen and media industries reflects the cross-sector nature of sound production. Work outcome All VET qualifications must lead to a work outcome. The flexibility of CUS09 Music Training Package qualifications allows RTOs to vary programs to meet: the specific needs of learners and industry clients the needs of a locality or a particular industry application of skills greater employability of a group of students or an individual. Maximising employability In all cases, when packaging qualifications in CUS09 Music Training Package, RTOs must follow the principle of providing groups and individuals with the broadest possible combination of skills and attributes. When combining units, therefore, choices must be exercised so that duplication of work outcomes does not occur either within the Music Training Package or among other Training Packages. Titles of qualifications Guidelines on issuing qualifications and the protocol defining the form of qualifications are contained in the Australian Qualifications Framework (AQF) Implementation Handbook which can be accessed on the AQF website at http://www.aqf.edu.au/implem.htm . Qualifications in the CUS09 Music Training Package have industry descriptors only. There is no provision for nominating an occupational or functional stream in brackets after a title such as CUF40107 Certificate IV in Music. In the context of music performance, a functional stream could be seen as music styles or genres. However to specify such streams would narrow the focus of what students can achieve and would result in the addition of numerous
CUS09 Music (Version 1.1) Qualifications
qualifications to the Training Package without any actual change in their structure. However, RTOs issuing qualifications may wish to describe the specialisation in which individuals achieve competence in performance or composition. For example, the transcript of units completed could be preceded by a short statement such as: 'The chosen musical style for this qualification was jazz and the primary instrument was saxophone.' The main specialisations which apply, either individually or in combination, are: classical contemporary jazz world.
Any descriptive statement may nominate the individual instrument (e.g. violin, drums, piano, guitar, etc.) where competence has been achieved. Note that candidates may achieve competence in one or more instruments and that a specialisation may combine the style of music with the nominated instrument. Descriptive statements on certificates should always be written with reference to the overall guidelines in the AQF Implementation Handbook . Technical terms and abbreviations A glossary of technical terms and abbreviations used in units of competency is provided as Appendix B.
CUS09 Music (Version 1.1) CUS20109 Certificate II in Music
CUS20109 Certificate II in Music

Descriptor
This qualification reflects the role of individuals who perform a range of mainly routine tasks in the music industry, work under direct supervision, and use limited practical skills and fundamental operational knowledge in a defined context. It is a preparatory qualification that can be used as a pathway into specialist Certificate III qualifications within the music industry.
Job roles
This qualification allows learners to develop skills and knowledge to prepare for work, but there are no specific employment outcomes at this level.
Qualification pathways
Pathways into the qualification Candidates may enter the qualification with limited or no vocational experience and without a relevant lower level qualification.
Licensing, legislative, regulatory or certification considerations

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.
Packaging Rules
Total number of units = 8 3 core units 3 Group A units 2 elective units The 2 elective units may be selected from the Group A and/or Group B units listed below or any unit of competency from any endorsed Training Package or accredited course at the same qualification level. If not listed below, 1 of these units may be selected from a Certificate III level qualification. Elective units must be relevant to the work outcome and local industry requirements.
Core units
BSBOHS201A Participate in OHS processes BSBWOR203A Work effectively with others CUFIND201A Develop and apply creative arts industry knowledge
Group A units (specialist)

Audio/sound CUESOU01C Repair and maintain audio equipment CUESOU07B Apply a general knowledge of audio to work activities
Volume 1 of 1, Qualification 1 of 13 Commonwealth of Australia,
CUSSOU201A Assist with sound recordings CUSSOU202A Mix sound in a broadcasting environment CUFSOU204A Perform basic sound editing Music literacy CUSMLT201A Develop and apply musical ideas and listening skills CUSMLT202A Apply knowledge of music culture to music making Music performance CUSMPF201A Play or sing simple musical pieces CUSMPF202A Incorporate music technology into performance CUSMPF203A Develop ensemble skills for playing or singing music CUSMPF204A Play music from simple written notation
Group B units
Design process BSBDES201A Follow a design process BSBDES202A Evaluate the nature of design in a specific industry context Digital content and imaging CUFDIG201A Maintain interactive content ICPMM296A Create and test a CD-ROM/DVD First aid HLTFA201A Provide basic emergency life support ICT use BSBITU201A Produce simple word processed documents BSBITU202A Create and use spreadsheets BSBITU203A Communicate electronically ICAU2005B Operate computer hardware ICAU2006B Operate computing packages Information management and research BSBINM201A Process and maintain workplace information CUFRES201A Collect and organise content for broadcast or publication Occupational health and safety CUETGE15B Handle physical elements safely during bump in/bump out Small and micro business BSBSMB201A Identify suitability for micro business Sustainability BSBSUS201A Participate in environmentally sustainable work practices
Workplace effectiveness BSBWOR201A Manage personal stress in the workplace BSBWOR202A Organise and complete daily work activities BSBWOR204A Use business technology
Employability Skills for CUS20109 Certificate II in Music

The following table contains a summary of the employability skills for this qualification. This table should be interpreted in conjunction with the detailed requirements of each unit of competency packaged in this qualification. The outcomes described here are broad industry requirements that may vary depending on the packaging options.
Employability Skill Communication Industry/enterprise requirements for this qualification include: interpreting and clarifying written or verbal instructions providing standard information about services or operations
to others
Teamwork
seeking and responding to feedback on work in progress working as a member of a team and interacting with
members of the public in a specific job role task
Problem solving
finding the most relevant source of information for a specific recognising operational problems of a routine nature and
referring them to the appropriate person involves asking questions
Initiative and enterprise
developing an attitude towards work and learning that obtaining information in a culturally appropriate way
Planning and organising
collecting and organising information in a way that allows for planning work tasks in a logical sequence
easy retrieval
Self management
following workplace procedures, particularly in relation to producing work within deadlines seeking expert assistance when problems arise
OHS
Learning
keeping up-to-date with industry developments and trends improving techniques through practice sending emails using the internet to source information
Technology
EMPLOYABILITY SKILLS QUALIFICATION SUMMARY

The following table contains a summary of the employability skills required by the music industry for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options. This table is a summary of employability skills that are typical of this qualification and should not be interpreted as definitive.
CUS09 Music (Version 1.1) CUS30109 Certificate III in Music
CUS30109 Certificate III in Music

Descriptor
This qualification reflects the role of individuals who apply a broad range of competencies in a varied work context in the music industry, using some discretion and judgement and relevant theoretical knowledge. They may provide support to a team.
Job roles
band member.
Pathways into the qualification
CUS20109 Certificate II in Music .with limited or no vocational experience and without a relevant lower level qualification

Packaging Rules
Total number of units = 11 3 core units 6 Group A units 2 elective units The 2 elective units may be selected from the Group A and/or Group B units listed below or any unit of competency from any endorsed Training Package or accredited course at the same qualification level. Electives must be relevant to the work outcome, local industry requirements and the qualification level.
Core units
CUSOHS301A Follow occupational health and safety procedures CUFCMP301A Implement copyright arrangements CUSIND301B Work effectively in the music industry

Music composition CUSMCP301A Compose simple songs or musical pieces CUSMCP302A Write song lyrics CUSMCP303A Develop simple musical pieces using electronic media
Music literacy CUSMLT301A Apply knowledge of genre to music making CUSMLT302A Develop and apply aural-perception skills CUSMLT303A Notate music Music performance CUSMPF202A Incorporate music technology into performance CUSMPF203A Develop ensemble skills for playing or singing music CUSMPF301A Develop technical skills in performance CUSMPF302A Prepare for performances CUSMPF303A Contribute to backup accompaniment CUSMPF304A Make a music demo CUSMPF305A Develop improvisation skills
Group B units
Audio/sound CUESOU01C Repair and maintain audio equipment CUESOU03C Operate professional audio equipment CUESOU08B Select and manage microphone and other audio input sources CUESOU09B Manage and compile audio replay material CUSSOU202A Mix sound in a broadcasting environment CUFSOU204A Perform basic sound editing CUSSOU301A Provide sound reinforcement CUSSOU302A Record and mix a basic music demo CUSSOU303A Set up and disassemble audio equipment CUSSOU304A Restore audio tracks CUSSOU305A Analyse soundtracks Creative process BSBCRT301A Develop and extend critical and creative thinking skills Design process BSBDES305A Source and apply information on the history and theory of design Diversity BSBDIV301A Work effectively with diversity Industry context BSBCON401A Work effectively in a business continuity context CUSIND302A Plan a career in the creative arts industry Information management and research
BSBINM301A Organise workplace information BSBINM302A Utilise a knowledge management system CUFRES201A Collect and organise content for broadcast or publication Innovation BSBINN301A Promote innovation in a team environment Small and micro business BSBSMB301A Investigate micro business opportunities BSBSMB302A Develop a micro business proposal BSBSMB303A Organise finances for the micro business BSBSMB304A Determine resource requirements for the micro business BSBSMB305A Comply with regulatory, taxation and insurance requirements for the micro business BSBSMB306A Plan a home-based business BSBSMB307A Set up information and communications technology for the micro business Sustainability units BSBSUS201A Participate in environmentally sustainable work practices Writing BSBWRT301A Write simple documents CUFWRT301A Write content for a range of media
Selecting electives for different outcomes

The context for this qualification varies, and this must guide the selection of elective units. The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but they are in no way prescriptive. Band member Core units plus:

CUSMCP301A Compose simple songs or musical pieces CUSMLT301A Apply knowledge of genre to music making CUSMLT302A Develop and apply aural-perception skills CUSMLT303A Notate music CUSMPF304A Make a music demo CUSMPF301A Develop technical skills in performance CUSMPF302A Prepare for performances CUSMPF203A Develop ensemble skills for playing or singing music
Employability Skills for CUS30109 Certificate III in Music

Employability Skill Communication Industry/enterprise requirements for this qualification include: reading and understanding relevant sources of information participating in negotiations about work/contractual issues using presentation and consultation skills to communicate
issues arising in the workplace
Teamwork
working constructively with creative and technical personnel working collaboratively with others involved in rehearsals sharing industry information with colleagues and peers
and performances
Problem solving
identifying music notation and aural-recognition problems assisting with troubleshooting technical and artistic planning work tasks in a logical sequence recognising and resolving workplace issues when
problems
implementing new technology about music composition
using critical-listening skills to make informed judgements interpreting music elements and structures developing original and innovative approaches to responding appropriately to the unexpected during
performances
gathering information on musical styles, elements, forms matching repertoire to target audience and market prioritising work tasks and establishing deadlines
and structures requirements
Self management
monitoring own work and introducing strategies to improve practising and performing with due regard to personal health
performance
and safety considerations prioritising work tasks and working within deadlines demonstrating reliability in all agreed work commitments
Learning
developing knowledge of musical styles and genres improving skills through practice continuously evaluating and adjusting own work via critical seeking feedback and integrating constructive advice into
listening
own work performance
Technology
storing and retrieving relevant OHS documents using appropriate/current software and hardware for
analysing scales, chord sequences and music systems,
composing, orchestrating, setting down and recording music rhythms, time signatures and beat patterns of musical organisation relevant to area of specialisation

CUS09 Music (Version 1.1) CUS30209 Certificate III in Technical Production
CUS30209 Certificate III in Technical Production

Descriptor
This qualification reflects the role of skilled operators who apply a broad range of competencies in a varied work context, using some discretion and judgement and relevant theoretical knowledge. They may provide technical advice and support to a team.
Job roles

assistant sound mixer audiovisual operator casual technician live sound assistant.

CUE20103 Certificate II in Live Production, Theatre and Events CUF20107 Certificate II in Creative Industries (Media) CUS20109 Certificate II in Music, or with limited or no vocational experience and without a relevant lower level qualification

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit. National Standard for Licensing Persons Performing High Risk Work The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels. CPCCLDG3001A Licence to perform dogging CPCCLRG3001A Licence to perform rigging basic level CPCCLRG3002A Licence to perform rigging intermediate level CPCCLRG4001A Licence to perform rigging advanced level. National Code of Practice for Induction for Construction Work Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering the construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007). Achievement of the unit ' CPCCOHS1001A Work safely in the construction industry' from the CPC08 Construction and Plumbing Services Integrated Framework Training Package fulfils this requirement. Information on occupational licensing and its intersection with vocational education and training can be found in Licensing Line News at www.licensinglinenews.com .
Packaging Rules
Total number of units = 11 4 core units 4 Group A units 3 elective units 1 elective unit must be selected from the Group A and/or Group B units listed below. The remaining 2 elective units may be selected from the Group A and/or Group B units listed below or any unit of competency from any endorsed Training Package or accredited course at the same qualification level. No more than 2 Group A or Group B units previously achieved as part of another qualification may be counted towards the qualification. Electives must be relevant to the work outcome, local industry requirements and the qualification level.
Core units
BSBWOR203A Work effectively with others CUECOR01C Manage own work and learning CUEIND01C Source and apply entertainment industry knowledge CUSOHS301A Follow occupational health and safety procedures

Audio/sound CUESOU01C Repair and maintain audio equipment CUESOU03C Operate professional audio equipment CUESOU07B Apply a general knowledge of audio to work activities CUESOU08B Select and manage microphone and other audio input sources CUESOU09B Manage and compile audio replay material CUFSOU204A Perform basic sound editing CUFSOU301A Prepare audio assets CUSSOU202A Mix sound in a broadcasting environment CUSSOU301A Provide sound reinforcement CUSSOU302A Record and mix a basic music demo CUSSOU303A Set up and disassemble audio equipment CUSSOU304A Restore audio tracks CUSSOU305A Analyse soundtracks Compliance CUFCMP301A Implement copyright arrangements Industry context
CUSIND301B Work effectively in the music industry CUSIND302A Plan a career in the creative arts industry Lighting CUFLGT303A Install and operate follow spots CUFLGT304A Operate floor electrics CUFLGT302A Record and operate standard lighting cues CUELGT09B Apply a general knowledge of lighting to work activities CUFLGT301A Prepare, install and test lighting equipment Staging CUESTA01C Install staging elements CUESTA02C Operate staging elements CUESTA03C Operate flying systems CUESTA05C Apply a general knowledge of staging to work activities CUESTA06B Apply a general knowledge of theatrical rigging Vision systems CUEAUD02C Prepare, rig, test and modify vision systems CUEAUD03C Operate vision systems CUEAUD06B Apply a general knowledge of vision systems to work activities
Group B units
Construction CPCCOHS1001A Work safely in the construction industry Creative process BSBCRT301A Develop and extend critical and creative thinking skills Customer service BSBCUS301A Deliver and monitor a service to customers Diversity BSBDIV301A Work effectively with diversity Event management SITXEVT002A Provide event staging support First aid HLTFA301B Apply first aid General maintenance MEM18001C Use hand tools MEM18002B Use power tools/hand held operations ICT use
ICAU3019B Migrate to new technology Industry context CUFIND301A Work effectively in the screen and media industries Innovation BSBINN301A Promote innovation in a team environment Music literacy CUSMLT301A Apply knowledge of genre to music making Music performance CUSMPF202A Incorporate music technology into performance CUSMPF203A Develop ensemble skills for playing or singing music CUSMPF301A Develop technical skills in performance CUSMPF304A Make a music demo Rigging CPCCLRG3001A Licence to perform rigging basic level CPCCLRG3002A Licence to perform rigging intermediate level CPCCLRG4001A Licence to perform rigging advanced level Small and micro business BSBSMB301A Investigate micro business opportunities BSBSMB302A Develop a micro business proposal BSBSMB303A Organise finances for the micro business BSBSMB304A Determine resource requirements for the micro business BSBSMB305A Comply with regulatory, taxation and insurance requirements for the micro business BSBSMB306A Plan a home-based business BSBSMB307A Set up information and communications technology for the micro business Sustainability BSBSUS201A Participate in environmentally sustainable work practices

The context for this qualification varies, and this must guide the selection of elective units. The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but they are in no way prescriptive. Assistant sound mixer Core units plus:

CUESOU01C Repair and maintain audio equipment CUESOU03C Operate professional audio equipment CUESOU07B Apply a general knowledge of audio to work activities CUESOU08B Select and manage microphone and other audio input sources
CUFSOU204A Perform basic sound editing CUSSOU302A Record and mix a basic music demo CUSSOU303A Set up and disassemble audio equipment
Audiovisual operator Core units plus:

CUEAUD03C Operate vision systems CUEAUD06B Apply a general knowledge of vision systems to work activities CUELGT03C Install and operate follow spots CUELGT07B Apply a general knowledge of audio to work activities CUESOU03C Operate professional audio equipment CUFLGT301A Prepare, install and test lighting equipment MEM18001C Use hand tools
Casual technician Core units plus:

CUEAUD03C Operate vision systems CUELGT03C Install and operate follow spots CUESOU03C Operate professional audio equipment CUESOU07B Apply a general knowledge of audio to work activities CUESTA06B Apply a general knowledge of theatrical rigging CUESOU01C Repair and maintain audio equipment CUFLGT301A Prepare, install and test lighting equipment
Live sound assistant Core units plus:

CUESOU03C Operate professional audio equipment CUESOU07B Apply a general knowledge of audio to work activities CUESOU08B Select and manage microphone and other audio input sources CUESOU09B Manage and compile audio replay material CUSSOU301A Provide sound reinforcement CUSSOU302A Record and mix a basic music demo CUSSOU303A Set up and disassemble audio equipment
Employability Skills for CUS30209 Certificate III in Technical Production

Employability Skill Communication Industry/enterprise requirements for this qualification include: establishing and maintaining work/contractual relationships conducting negotiations to identify realistic solutions to
through regular contact
work/contractual issues reading and understanding sound mixing documentation interpreting and clarifying written or verbal instructions making verbal fault reports to appropriate personnel reading manufacturer specifications and installation manuals
Teamwork
sharing industry information with colleagues and peers working effectively in a team environment recognising and resolving workplace issues when identifying faults that may occur in audio production
Problem solving
implementing new technology
environments and referring problems to relevant personnel when setting up audio equipment
applying critical listening and aural-discrimination skills prioritising work tasks and establishing deadlines seeking expert assistance when problems arise monitoring own work and introducing strategies to improve
Self management
performance
Learning
seeking feedback and integrating constructive advice into maintaining knowledge of copyright issues
own work performance
Technology
using information-management skills to track, store and
retrieve relevant documents operating a variety of mixing consoles using specialised equipment to remove white noise setting up and disassembling audio equipment for playback mixing and recording in line with manufacturer manuals and OHS specifications running and patching cables neatly and safely testing sound equipment in line with industry standards

The following table contains a summary of the employability skills required by the music
industry for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options. This table is a summary of employability skills that are typical of this qualification and should not be interpreted as definitive.
CUS09 Music (Version 1.1) CUS30309 Certificate III in Music Business
CUS30309 Certificate III in Music Business

Descriptor
This qualification reflects the role of individuals who apply a broad range of competencies in a varied work context, using some discretion and judgement and relevant theoretical knowledge. They may provide technical support to a team. The qualification is designed to reflect the role of individuals who work in a range of music business roles and who have the ability to select, adapt and transfer skills to different situations. This qualification is applicable to a variety of industry contexts.
Job roles
assistant band manager.
CUS20109 Certificate II in Music or BSB20107 Certificate II in Business with limited or no vocational experience and without a relevant lower level qualification.

Packaging Rules
Total number of units = 11 5 core units 4 Group A units 2 elective units The2 elective units may be selected from the Group A and/or Group B units listed below or any unit of competency from any endorsed Training Package or accredited course at the same qualification level. Electives must be relevant to the work outcome, local industry requirements and the qualification level.
Core units
CUSOHS301A Follow occupational health and safety procedures BSBSMB302A Develop a micro business proposal CUFCMP301A Implement copyright arrangements CUSIND301B Work effectively in the music industry CUSIND302A Plan a career in the creative arts industry

Creative process BSBCRT301A Develop and extend critical and creative thinking skills Digital content and imaging CUFDIG201A Maintain interactive content Event management CUSEVT301A Book performance venues General administration CUSADM301A Administer operations for rehearsals and performances Marketing CUSMKG301A Assist with the promotion of creative acts Music literacy CUSMLT301A Apply knowledge of genre to music making Purchasing and contracting BSBPUR301B Purchase goods and services Product skills and advice BSBPRO301A Recommend products and services
Group B units
Customer service BSBCMM301A Process customer complaints BSBCUS301A Deliver and monitor a service to customers Digital content and imaging CUFDIG302A Author interactive sequences CUFDIG303A Produce and prepare photo images Diversity BSBDIV301A Work effectively with diversity Event management CUEFOH04C Usher patrons SITTVAF001A Provide venue information and assistance SITXEVT002A Provide event staging support SITXEVT003A Process and monitor event registrations SITXEVT004A Coordinate on-site event registrations Financial administration BSBFIA301A Maintain financial records General administration
BSBADM307B Organise schedules BSBADM311A Maintain business resources ICT use BSBITU301A Create and use databases BSBITU302A Create electronic presentations BSBITU303A Design and produce text documents BSBITU304A Produce spreadsheets BSBITU306A Design and produce business documents BSBITU309A Produce desktop published documents ICAU3019B Migrate to new technology ICAU3126B Use advanced features of computer applications Industry context BSBCON401A Work effectively in a business continuity context CUFIND201A Develop and apply creative arts industry knowledge Information management and research BSBINM301A Organise workplace information BSBINM302A Utilise a knowledge management system CUFRES201A Collect and organise content for broadcast or publication Innovation BSBINN301A Promote innovation in a team environment Small and micro business BSBSMB301A Investigate micro business opportunities BSBSMB303A Organise finances for the micro business BSBSMB304A Determine resource requirements for the micro business BSBSMB305A Comply with regulatory, taxation and insurance requirements for the micro business BSBSMB307A Set up information and communications technology for the micro business Sustainability BSBSUS201A Participate in environmentally sustainable work practices Writing BSBWRT301A Write simple documents CUFWRT301A Write content for a range of media

The context for this qualification varies, and this must guide the selection of elective units. The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but they are in no way prescriptive.
Assistant band manager Core units plus:

BSBFIA301A Maintain financial records BSBPRO301A Recommend products and services BSBSMB301A Investigate micro business opportunities CUFDIG201A Maintain interactive content CUSADM301A Administer operations for rehearsals and performances CUSEVT301A Book performance venues CUSMLT301A Apply knowledge of genre to music making CUSMKG301A Assist with the promotion of creative acts
Employability Skills for CUS30309 Certificate III in Music Business

Employability Skill Communication Industry/enterprise requirements for this qualification include: sharing industry information with colleagues and peers proofreading documents to ensure conformity and clarifying information and referring errors or discrepancies to monitoring and advising on customer service strategies Teamwork establishing and maintaining work/contractual relationships working constructively with others establishing and maintaining industry networks Problem solving reading and interpreting financial data and preparing cash reconciling figures identifying market trends and developments and assessing undertaking a risk analysis for a performance Initiative and enterprise generating ideas for potential businesses adjusting artistic image in line with feedback identifying timelines and action plans to achieve career
consistency of information appropriate people
through regular contact
analysis sheets
their impact on products and services
goals organising work priorities and arrangements completing work tasks to timeframes and within budgets using agreed processes to ensure operational effectiveness accessing reliable information on the promotional viability of artists and artistic works
Self management
prioritising work tasks and establishing deadlines working within established budgets and timeframes monitoring own work and introducing strategies to improve monitoring career aspirations and introducing strategies to
performance
improve career potential own work performance development needs
Learning
seeking feedback and integrating constructive advice into identifying learning opportunities to maximise career goals giving and receiving constructive feedback relating to
Technology
using information management skills to store and retrieve
relevant OHS documents
selecting and using technology appropriate to a task using current industry computer hardware and software
accessing/downloading relevant information

CUS09 Music (Version 1.1) CUS40109 Certificate IV in Music
CUS40109 Certificate IV in Music

Descriptor
This qualification reflects the role of individuals who use well-developed skills and a broad knowledge base in a wide variety of contexts. They apply solutions to a defined range of unpredictable problems, and analyse and evaluate information from a variety of sources. They may provide leadership and guidance to others with some limited responsibility for the output of others.
Job roles
musician singer-songwriter.
CUS30109 Certificate III in Music, or with limited or no vocational experience and without a relevant lower level qualification..

Packaging Rules
Total number of units = 14 3 core units 7 Group A units 4 elective units 2 elective units must be selected from the Group A and/or Group units listed below. The remaining 2 elective units may be selected from the Group A and/or Group B units listed below or any unit of competency from any endorsed Training Package or accredited course at the same qualification level. No more than 3Group A or Group B units previously achieved as part of another qualification may be counted towards the qualification. Electives must be relevant to the work outcome, local industry requirements and the qualification level.
Core units
CUSOHS301A Follow occupational health and safety procedures CUFCMP301A Implement copyright arrangements CUSIND301B Work effectively in the music industry
Industry context CUSIND401A Develop specialist expertise in the music industry Music composition CUSMCP401A Develop techniques for arranging music CUSMCP402A Develop techniques for composing music Music literacy CUSMLT401A Notate music for performance CUSMLT402A Articulate ideas about music CUSMLT403A Analyse functional harmony Music performance CUSMPF302A Prepare for performances CUSMPF304A Make a music demo CUSMPF305A Develop improvisation skills CUSMPF401A Rehearse music for group performances CUSMPF402A Develop and maintain stagecraft skills CUSMPF403A Develop repertoire as part of a backup group CUSMPF404A Perform music as part of a group CUSMPF405A Develop instrumental techniques CUSMPF406A Perform music as a soloist CUSMPF407A Develop vocal techniques CUSMPF408A Develop performance techniques on a second instrument CUSMPF409A Perform music using digital media CUSMPF410A Perform music from written notation
Group B units
Audio/sound CUSSOU301A Provide sound reinforcement CUSSOU302A Record and mix a basic music demo Creative process BSBCRT401A Articulate, present and debate ideas BSBCRT402A Collaborate in a creative process Design process BSBDES401A Generate design solutions Industry context CUSIND302A Plan a career in the creative arts industry CUFIND401A Provide services on a freelance basis
Information management and research BSBRES401A Analyse and present research information CUFRES401A Conduct research Learning and development TAAASS401C Plan and organise assessment TAAASS402C Assess competence TAADEL401B Plan and organise group based delivery TAADEL402B Facilitate group based learning TAADEL403B Facilitate individual learning Music composition CUSMCP301A Compose simple songs or musical pieces CUSMCP302A Write song lyrics CUSMCP303A Develop simple musical pieces using electronic media Music literacy CUSMLT301A Apply knowledge of genre to music making CUSMLT302A Develop and apply aural-perception skills Music performance CUSMPF303A Contribute to backup accompaniment Occupational health and safety BSBOHS407A Monitor a safe workplace Small and micro business BSBSMB401A Establish legal and risk management requirements of small business BSBSMB402A Plan small business finances BSBSMB403A Market the small business BSBSMB404A Undertake small business planning BSBSMB405A Monitor and manage small business operations BSBSMB408B Manage personal, family, cultural and business obligations Sustainability BSBSUS201A Participate in environmentally sustainable work practices Workplace effectiveness BSBWOR401A Establish effective workplace relationships BSBWOR402A Promote team effectiveness BSBWOR403A Manage stress in the workplace Writing BSBWRT401A Write complex documents CUFWRT301A Write content for a range of media

The context for this qualification varies, and this must guide the selection of elective units. The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but they are in no way prescriptive. Musician Core units plus:

BSBCRT402A Collaborate in a creative process CUFIND401A Provide services on a freelance basis CUSMCP401A Develop techniques for arranging music CUSMPF410A Perform music from written notation CUSMLT402A Articulate ideas about music CUSMPF401A Rehearse music for group performances CUSMPF402A Develop and maintain stagecraft skills CUSMPF403A Develop repertoire as part of a backup group CUSMPF404A Perform music as part of a group CUSMPF405A Develop instrumental techniques CUSMPF408A Develop performance techniques on a second instrument
Singer-songwriter Core units plus:

CUFIND401A Provide services on a freelance basis CUSIND401A Develop specialist expertise in the music industry CUSMCP301A Compose simple songs or musical pieces CUSMCP302A Write song lyrics CUSMCP402A Develop techniques for composing music CUSMLT401A Notate music for performance CUSMLT403A Analyse functional harmony CUSMPF401A Rehearse music for group performances CUSMPF402A Develop and maintain stagecraft skills CUSMPF406A Perform music as a soloist CUSMPF407A Develop vocal techniques
Employability Skills for CUS40109 Certificate IV in Music

Employability Skill Communication Industry/enterprise requirements for this qualification include: modelling open and supportive communication using language appropriate to the intended audience presenting analysis in a format appropriate to the intended conducting negotiations to identify realistic solutions to
audience or as agreed
work/contractual issues using presentation and consultation skills to communicate issues arising in the workplace
Teamwork recognising and supporting the contribution of other artists working creatively with individual differences sharing industry information with colleagues and peers evaluating and challenging ideas and moving them forward analysing appropriate musical elements of composition establishing and maintaining personal financial and work developing personal budgets and monitoring income and
Problem solving
towards solutions
and/or performance
record-keeping systems
expenditure against budgets
generating and exploring ideas interpreting musical structures and elements to enhance
musical outcomes in performance using original and innovative approaches in stage performances engaging with audiences in ways that entertain and enhance people's overall experience
setting work and practice goals preparing self for performance monitoring own work and introducing strategies to improve
performance prioritising work tasks and establishing deadlines preparing and circulating self-promotional material to potential clients or employers planning for contingencies
Self management
setting development goals observing protocols appropriate to the genre, style and maintaining an appropriate standard of stage presentation responding appropriately to constructive feedback on own
context of performance
relevant to the area of specialisation
performance
Learning reflecting on and enhancing own ability to contribute improving music performance skills and expression through accessing opportunities to improve stagecraft skills seeking feedback and integrating constructive advice into
effectively to a collaborative creative process rehearsal and performance own work performance
Technology
storing and retrieving relevant OHS documents/information using relevant business equipment using stage equipment and technology to enhance stage producing planned sound consistently
performance

CUS09 Music (Version 1.1) CUS40209 Certificate IV in Sound Production
CUS40209 Certificate IV in Sound Production

Descriptor
Job roles
sound mixer/technician sound recordist.
Qualification pathways.
Pathways into the qualification CUS30109 Certificate III in Music CUS30209 Certificate III in Technical Production CUF30107 Certificate III in Media, CUE30203 Certificate III in Live Production, Theatre and Events (Technical Operations), or with limited or no vocational experience and without a relevant lower level qualification.


There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit. National Standard for Licensing Persons Performing High Risk Work The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels. CPCCLDG3001A Licence to perform dogging CPCCLRG3001A Licence to perform rigging basic level CPCCLRG3002A Licence to perform rigging intermediate level CPCCLRG4001A Licence to perform rigging advanced level. National Code of Practice for Induction for Construction Work Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering the construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007). Achievement of the unit ' CPCCOHS1001A Work safely in the construction industry' from the CPC08 Construction and Plumbing Services Integrated Framework Training Package fulfils this requirement. Information on occupational licensing and its intersection with vocational education and
training can be found in Licensing Line News at www.licensinglinenews.com .
Packaging Rules
Total number of units = 14 3 core units 7 Group A units 4 elective units 2 elective units must be selected from the Group A and/or Group B units listed below. The remaining 2 elective units may be selected from the Group A and/or Group B units listed below or any unit of competency from any endorsed Training Package or accredited course at the same qualification level. If not listed below, 1 of these units may be selected from a Diploma level qualification. No more than 3 Group A or Group B units previously achieved as part of another qualification may be counted towards the qualification. Electives must be relevant to the work outcome, local industry requirements and the qualification level.
Core units
CUSOHS301A Follow occupational health and safety procedures CUETEM03C Establish and manage production requirements and resources CUFCMP301A Implement copyright arrangements

Audio/sound CUESOU03C Operate professional audio equipment CUESOU04C Mix live audio CUESOU11B Set up and operate stage monitor systems CUSSOU303A Set up and disassemble audio equipment CUSSOU304A Restore audio tracks CUSSOU305A Analyse soundtracks CUSSOU401A Record sound CUSSOU402A Develop and implement sound plans CUSSOU403A Perform advanced sound editing CUSSOU404A Edit dialogue CUSSOU405A Mix recorded music CUSSOU406A Record sound on location CUSSOU407A Coordinate location sound recording Industry context CUFIND401A Provide services on a freelance basis
CUFIND402A Develop screen and media specialist expertise CUSIND401A Develop specialist expertise in the music industry Music composition CUSMCP303A Develop simple musical pieces using electronic media Music literacy CUSMLT301A Apply knowledge of genre to music making CUSMLT302A Develop and apply aural-perception skills Post-production CUFPOS402A Manage media assets Project management BSBPMG402A Apply time management techniques
Group B units
Audio/sound CUESOU08B Select and manage microphone and other audio input sources CUESOU09B Manage and compile audio replay material CUESOU10B Operate wireless audio equipment CUFSOU204A Perform basic sound editing CUFSOU301A Prepare audio assets CUFSOU302A Compile audio material for broadcast CUSSOU301A Provide sound reinforcement CUSSOU302A Record and mix a basic music demo Construction CPCCOHS1001A Work safely in the construction industry Creative process BSBCRT401A Articulate, present and debate ideas BSBCRT402A Collaborate in a creative process Design process BSBDES401A Generate design solutions Digital content and imaging CUFDIG401A Author interactive media CUFDIG402A Design user interfaces CUFDIG403A Create user interfaces General maintenance CUFGMT301A Repair and maintain production equipment ICT support and use
BSBEBU401A Review and maintain a website BSBITU402A Develop and use complex spreadsheets ICAS4191B Maintain website performance ICAT4221B Locate equipment, system and software faults Industry context BSBCON401A Work effectively in a business continuity context CUFIND301A Work effectively in the screen and media industries CUSIND302A Plan a career in the creative arts industry Information management and research BSBRES401A Analyse and present research information CUFRES401A Conduct research Occupational health and safety BSBOHS407A Monitor a safe workplace Post-production CUFPOS201A Perform basic vision and sound editing Relationship management FNSICGEN402B Participate in negotiations Rigging CPCCLRG3001A Licence to perform rigging basic level CPCCLRG3002A Licence to perform rigging intermediate level CPCCLRG4001A Licence to perform rigging advanced level Small and micro business BSBSMB401A Establish legal and risk management requirements of small business BSBSMB402A Plan small business finances BSBSMB403A Market the small business BSBSMB404A Undertake small business planning BSBSMB405A Monitor and manage small business operations BSBSMB408B Manage personal, family, cultural and business obligations Sustainability BSBSUS201A Participate in environmentally sustainable work practices Workplace effectiveness BSBWOR401A Establish effective workplace relationships BSBWOR402A Promote team effectiveness BSBWOR403A Manage stress in the workplace
The context for this qualification varies, and this must guide the selection of elective units. The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but they are in no way prescriptive: Sound mixer/technician Core units plus:

BSBWOR401A Establish effective workplace relationships CUESOU03C Operate professional audio equipment CUESOU04C Mix live audio CUESOU09B Manage and compile audio replay material CUESOU10B Operate wireless audio equipment CUESOU11B Set up and operate stage monitor systems CUFIND401A Provide services on a freelance basis CUSIND401A Develop specialist expertise in the music industry CUSMLT301A Apply knowledge of genre to music making CUSSOU303A Set up and disassemble audio equipment CUSSOU402A Develop and implement sound plans
Sound recordist Core units plus:

BSBWOR402A Promote team effectiveness CUFIND401A Provide services on a freelance basis CUSIND401A Develop specialist expertise in the music industry CUESOU03C Operate professional audio equipment CUESOU08B Select and manage microphone and other audio input sources CUFPOS402A Manage media assets CUSSOU405A Mix recorded music CUSSOU401A Record sound CUSSOU402A Develop and implement sound plans CUSSOU403A Perform advanced sound editing
Employability Skills for CUS40209 Certificate IV in Sound Production

Employability Skill Communication Industry/enterprise requirements for this qualification include: using supportive and consultative processes effectively negotiating with clients or employers to achieve mutually clarifying needs and articulating business ideas to a range researching, analysing, interpreting and reporting reading, interpreting and clarifying written or verbal drawing block diagrams of equipment and system setups clearly explaining/offering options about sound systems for
acceptable outcomes
of family/community members information
instructions
a range of productions
Teamwork
working effectively in a team environment sharing industry information with colleagues and peers forging effective relationships with internal and/or external supervising the implementation of sound plans
people, and developing and maintaining these networks
Problem solving
calculating duration and capacity of recording media at identifying and interpreting synchronisation time codes promptly and effectively rectifying sound defects, system
various speeds and sample rates
failures and mechanical breakdowns calculating duration and capacity of media at various speeds and sample rates factoring in a range of costs when establishing fee structures
Initiative and enterprise planning for contingencies responding effectively to equipment or system malfunction being proactive in identifying and following through on work developing a strategic approach to maximising return from balancing work and personal commitments Planning and organising prioritising work tasks and establishing deadlines locating and using relevant sources of information in the planning work to maximise cash flow establishing and maintaining personal financial and work planning integration of new technologies into own
and other unexpected events during productions opportunities
freelance activity
context of preparing sound plans record-keeping systems
professional work practices

Self management
identifying own obligations completing work according to contract terms and conditions making decisions within level of own responsibility seeking expert assistance when problems arise monitoring own work and introducing strategies to improve performance own work performance colleagues
Learning
seeking feedback and integrating constructive advice into using coaching and mentoring skills to provide support to keeping abreast of industry developments relevant to own participating in professional development activities
area of work
Technology
setting up and disassembling audio equipment for playback,
mixing and recording in line with manufacturer manuals and OHS specifications working with a variety of sound-recording equipment identifying and rectifying equipment faults using the internet as a source of information using standard word processing, spreadsheet and database applications using information management skills to store and retrieve relevant documents

CUS09 Music (Version 1.1) CUS40309 Certificate IV in Music Business
CUS40309 Certificate IV in Music Business

Descriptor
Job roles

band/artist manager booking agent music marketing and promotions officer self-employed (independent) musician.
Certificate III qualification in marketing or business management (e.g. CUS30309 vocational experience in marketing or business management, but without formal with limited or no vocational experience and without a relevant lower level qualification.
Certificate III in Music Business or BSB30107 Certificate III in Business) marketing or business management qualifications

Packaging Rules
Total number of units = 14 4 core units 6 Group A units 4 elective units 2 elective units must be selected from the Group A and/or Group B units listed below. The remaining 2 elective units may be selected from the Group A and/or Group B units listed below or any unit of competency from any endorsed Training Package or accredited course at the same qualification level. No more than 3 Group A or Group B units previously achieved as part of another qualification may be counted towards the qualification. Electives must be relevant to the work outcome, local industry requirements and the qualification level.
Core units
BSBSMB405A Monitor and manage small business operations
CUFCMP301A Implement copyright arrangements CUSIND301B Work effectively in the music industry CUSOHS301A Follow occupational health and safety procedures

Creative process BSBCRT402A Collaborate in a creative process Event management CUSEVT301A Book performance venues Industry context BSBCON401A Work effectively in a business continuity context CUFIND401A Provide services on a freelance basis CUSIND401A Develop specialist expertise in the music industry Management CUSMGT401A Manage distribution of music and associated products CUSMGT402A Administer music publishing income CUSMGT403A Manage licensing of music CUSMGT404A Administer artists' royalty income Marketing CUSMKG301A Assist with the promotion of creative acts SITXMPR001A Coordinate the production of brochures and marketing materials Music literacy CUSMLT301A Apply knowledge of genre to music making Music performance CUSMPF304A Make a music demo Project management BSBPMG402A Apply time management techniques Purchasing and contracting BSBPUR402B Negotiate contracts Public relations BSBPUB401A Develop and apply knowledge of public relations industry
Group B units
Advertising BSBADV405A Perform media calculations BSBADV406A Buy and monitor media BSBADV407A Apply media analysis and processing tools
Creative process BSBCRT401A Articulate, present and debate ideas Customer service BSBCUS401A Coordinate implementation of customer service strategies Design process BSBDES401A Generate design solutions Digital content and imaging CUFDIG401A Author interactive media CUFDIG402A Design user interfaces CUFDIG403A Create user interfaces Financial administration BSBFIA401A Prepare financial reports BSBFIA402A Report on financial activity CUVADM10B Research and utilise revenue and funding opportunities Human resource management BSBHRM402A Recruit, select and induct staff ICT support and use BSBEBU401A Review and maintain a website BSBITU401A Design and develop complex text documents BSBITU402A Develop and use complex spreadsheets BSBITU404A Produce complex desktop published documents ICAS4191B Maintain website performance Information management and research BSBRES401A Analyse and present research information CUFRES401A Conduct research Interpersonal communication BSBCMM401A Make a presentation Learning and development BSBLED401A Develop teams and individuals Management BSBMGT402A Implement operational plan BSBMGT403A Implement continuous improvement CUETEM03C Establish and manage production requirements and resources Marketing BSBMKG401B Profile the market BSBMKG402B Analyse consumer behaviour for specific markets
BSBMKG408B Conduct market research BSBMKG413A Promote products and services BSBMKG414A Undertake marketing activities BSBMKG415A Research international markets BSBMKG416A Market goods and services internationally Occupational health and safety BSBOHS407A Monitor a safe workplace Post-production CUFPOS402A Manage media assets Project management BSBPMG401A Apply project scope management techniques Purchasing and contracting BSBPUR401B Plan purchasing Relationship management FNSICGEN402B Participate in negotiations Risk management BSBRSK401A Identify risk and apply risk management processes Small and micro business BSBSMB401A Establish legal and risk management requirements of small business BSBSMB402A Plan small business finances BSBSMB403A Market the small business BSBSMB404A Undertake small business planning BSBSMB408B Manage personal, family, cultural and business obligations Sustainability BSBSUS201A Participate in environmentally sustainable work practices Workplace effectiveness BSBWOR401A Establish effective workplace relationships BSBWOR402A Promote team effectiveness BSBWOR403A Manage stress in the workplace Writing BSBWRT401A Write complex documents CUFWRT301A Write content for a range of media Selecting electives for different outcomes The context for this qualification varies, and this must guide the selection of elective units. The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but they are in no way prescriptive.
Band/artist manager Core units plus:

BSBITU402A Develop and use complex spreadsheets BSBMKG414A Undertake marketing activities BSBSMB401A Establish legal and risk management requirements of small business CUFIND401A Provide services on a freelance basis CUSIND401A Develop specialist expertise in the music industry CUSEVT301A Book performance venues CUSMGT401A Manage distribution of music and associated products CUSMGT402A Administer music publishing income CUSMGT403A Manage licensing of music CUSMGT404A Administer artists' royalty income
Booking agent Core units plus:

BSBCRT402A Collaborate in a creative process BSBCUS401A Coordinate implementation of customer service strategies BSBMKG413A Promote products and services BSBMKG414A Undertake marketing activities BSBMKG408B Conduct market research BSBPUR402B Negotiate contracts CUFIND401A Provide services on a freelance basis CUSEVT301A Book performance venues CUSIND401A Develop specialist expertise in the music industry CUSMLT301A Apply knowledge of genre to music making
Music marketing and promotions officer Core units plus:

BSBCMM401A Make a presentation BSBITU402A Develop and use complex spreadsheets BSBMKG413A Promote products and services BSBMKG414A Undertake marketing activities BSBPUR402B Negotiate contracts CUFIND401A Provide services on a freelance basis CUSIND401A Develop specialist expertise in the music industry CUSMGT401A Manage distribution of music and associated products CUSMKG301A Assist with the promotion of creative acts SITXMPR001A Coordinate the production of brochures and marketing materials
Self-employed (independent) musician Core units plus:

BSBMKG413A Promote products and services BSBPUR402B Negotiate contracts CUFIND401A Provide services on a freelance basis CUSIND401A Develop specialist expertise in the music industry CUSMPF304A Make a music demo BSBEBU401A Review and maintain a website CUSEVT301A Book performance venues CUSMLT301A Apply knowledge of genre to music making
CUSMGT401A Manage distribution of music and associated products CUSMGT403A Manage licensing of music
Employability Skills for CUS40309 Certificate IV in Music Business

Employability Skill Communication Industry/enterprise requirements for this qualification include: negotiating effectively with music industry personnel to interpreting legal requirements, contracts, company policies reporting, recordkeeping and applying consultation skills to
confirm contractual obligations and expectations and procedures
operate the business reading a variety of texts, preparing general information and papers writing formal and informal letters according to target audience proofreading skills to check for accuracy and consistency of information by consulting additional resources interpreting and evaluating the purposes and uses of various features of spreadsheets
Teamwork
sharing industry information with colleagues and peers working effectively in a team and acknowledging cultural working constructively with users of published works working cooperatively with artists and performers
protocols
Problem solving
interpreting relevant technical data managing performance information and controlling finances analysing compliance information addressing issues which may affect plans and their implementation collating and presenting data, graphs and related references balancing artistic and commercial deliverables of performing/recording deals calculating royalties and performance fees and addressing discrepancies apportioning publishing income to originators of published works analysing markets, assessing promotional opportunities for published works and monitoring developments in new media performing/recording contracts published works
comparing and assessing the commercial potential of identifying alternative approaches to monitoring the use of identifying commercial potential of works listed in a providing advocacy in the presentation of published works
publisher's copyright files for exploitation
monitoring own work and introducing strategies to improve
performance prioritising work tasks and establishing deadlines investigating legal structures, taxation and insurance requirements developing implementation schedules promoting artists and securing suitable performing/recording contracts planning effective promotion strategies
Self management
prioritising tasks to meet key dates using a variety of strategies for planning, prioritising and
reviewing own work
Learning
seeking feedback and integrating constructive advice into obtaining and interpreting information to ensure currency of identifying opportunities to maintain and enhance industry
own work performance work practice
knowledge maintaining currency of music licensing knowledge

Technology
using relevant industry software to access/download
industry information, including contractual and legal information using information-management skills to store and retrieve relevant documents using relevant business equipment

CUS09 Music (Version 1.1) CUS50109 Diploma of Music
CUS50109 Diploma of Music

Descriptor
This qualification reflects the role of individuals who possess a sound theoretical knowledge base and use a range of specialised, technical or managerial competencies to plan, carry out and evaluate own work and/or that of a team.
Job roles
composer instrumentalist vocalist.
Certificate IV qualification in music, e.g. CUS40109 Certificate IV in Music extensive vocational experience in music practice.

Packaging Rules
Total number of units = 16 3 core units , 7 Group A units 6 elective units 3 elective units must be selected from the Group A and/or Group B units listed below. The remaining 3 elective units may be selected from the Group A and Group B units listed below or any unit of competency from any endorsed Training Package or accredited course at the same qualification level. No more than 3 Group A or Group B units previously achieved as part of another qualification may be counted towards the qualification. Electives must be relevant to the work outcome, local industry requirements and the qualification level.
Core units
CUSOHS301A Follow occupational health and safety procedures CUFCMP501A Manage and exploit copyright arrangements CUSIND501A Apply music knowledge and artistic judgement

Creative process
BSBCRT501A Originate and develop concepts Industry context CUFIND401A Provide services on a freelance basis CUSIND401A Develop specialist expertise in the music industry Learning and development CUSLED501A Provide instrumental or vocal tuition CUSLED502A Provide tuition for composition Music composition CUSMCP401A Develop techniques for arranging music CUSMCP402A Develop techniques for composing music CUSMCP501A Compose music using electronic media CUSMCP502A Compose music for screen CUSMCP503A Prepare compositions for publishing Music literacy CUSMLT501A Refine aural-perception skills CUSMLT502A Apply concepts about the impact of music to professional practice CUSWRT501A Write about music Music performance CUSMPF406A Perform music as a soloist CUSMPF501A Prepare a program for performance CUSMPF502A Incorporate interactive technology into performance CUSMPF503A Perform accompaniment CUSMPF505A Perform improvisation for audiences CUSMPF506A Develop technical skills and expand repertoire CUSMPF507A Present live audition programs CUSMPF508A Provide musical leadership in performance
Group B units
Audio/sound CUSSOU401A Record sound CUSSOU405A Mix recorded music Design process BSBDES501A Implement design solutions Innovation BSBINN501A Establish systems that support innovation BSBINN502A Build and sustain an innovative work environment
Information management and research BSBINM501A Manage an information or knowledge management system CUFRES401A Conduct research CUVADM13B Research and critique cultural work(s) Learning and development TAADES501B Design and develop learning strategies TAADES502B Design and develop learning resources TAAENV501B Maintain and enhance professional practice Music literacy CUSMLT401A Notate music for performance CUSMLT402A Articulate ideas about music CUSMLT403A Analyse functional harmony Music performance CUESMT06C Plot technical requirements from scores CUSMPF401A Rehearse music for group performances CUSMPF402A Develop and maintain stagecraft skills CUSMPF403A Develop repertoire as part of a backup group CUSMPF404A Perform music as part of a group CUSMPF409A Perform music using digital media CUSMPF410A Perform music from written notation Occupational health and safety BSBOHS407A Monitor a safe workplace Project management BSBPMG510A Manage projects Sustainability BSBSUS201A Participate in environmentally sustainable work practices Workplace effectiveness BSBWOR502A Ensure team effectiveness

The context for this qualification varies, and this must guide the selection of elective units. The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but they are in no way prescriptive: Composer Core units plus:
BSBCRT501A Originate and develop concepts CUFIND401A Provide services on a freelance basis
CUSIND401A Develop specialist expertise in the music industry CUSMCP401A Develop techniques for arranging music CUSMCP402A Develop techniques for composing music CUSMCP501A Compose music using electronic media CUSMCP502A Compose music for screen CUSMCP503A Prepare compositions for publishing CUSMLT401A Notate music for performance CUSMLT402A Articulate ideas about music CUSMLT403A Analyse functional harmony CUSMLT501A Refine aural-perception skills CUSMLT502A Apply concepts about the impact of music to professional practice
Instrumentalist Core units plus:

CUFIND401A Provide services on a freelance basis CUSIND401A Develop specialist expertise in the music industry CUSMPF410A Perform music from written notation CUSMLT402A Articulate ideas about music CUSMLT403A Analyse functional harmony CUSMLT501A Refine aural-perception skills CUSMLT502A Apply concepts about the impact of music to professional practice CUSMPF402A Develop and maintain stagecraft skills CUSMPF404A Perform music as part of a group CUSMPF501A Prepare a program for performance CUSMPF505A Perform improvisation for audiences CUSMPF506A Develop technical skills and expand repertoire CUSMPF507A Present live audition programs
Vocalist Core units plus:

CUFIND401A Provide services on a freelance basis CUSIND401A Develop specialist expertise in the music industry CUSMPF410A Perform music from written notation CUSMLT402A Articulate ideas about music CUSMLT403A Analyse functional harmony CUSMLT501A Refine aural-perception skills CUSMLT502A Apply concepts about the impact of music to professional practice CUSMPF402A Develop and maintain stagecraft skills CUSMPF406A Perform music as a soloist CUSMPF501A Prepare a program for performance CUSMPF505A Perform improvisation for audiences CUSMPF506A Develop technical skills and expand repertoire CUSMPF507A Present live audition programs
Employability Skills for CUS50109 Diploma of Music

Employability Skill Communication Industry/enterprise requirements for this qualification include: obtaining and interpreting information to ensure currency of Teamwork
work practice sharing industry information with colleagues and peers consulting with staff and promoting a safe workplace negotiating deals and achieving agreed outcomes interpreting the needs and rights of relevant parties protocols
working effectively in a team and acknowledging cultural working with relevant parties when negotiating deals working cooperatively with other performers and music discussing program requirements in a collaborative manner
personnel
Problem solving
analysing relevant workplace data in order to identify
hazards, and to assess and control risks dealing with complex and non-routine difficulties interpreting relevant legislation to complete copyright documentation solving problems arising from negotiating deals establishing and maintaining personal financial and work recordkeeping systems developing personal budgets and monitoring income and expenditure against budgets musical outcomes in performance music
interpreting musical structures and elements to enhance interpreting creative work from written notation interpreting expression and stylistic conventions from written recovering errors with minimal disruption to performance achieving own individual style of musical expression
monitoring own work and introducing strategies to improve planning work tasks in a logical sequence setting work and practice goals researching information on musical styles, elements and preparing and circulating personal portfolios to potential planning for contingencies
performance
forms or structures
clients or employers
Self management
working to personal goals preparing self for performance
seeking expert assistance when problems arise maintaining an appropriate standard of personal demonstrating reliability in all agreed work commitments Learning identifying opportunities to maintain and enhance industry seeking feedback and integrating constructive advice into practising strategically to overcome specific technical,
presentation in an audition context
knowledge
own professional practice
expressive or sound-production problems using feedback to identify strengths and weaknesses in technique to improve own technical facility extending appropriate repertoire knowledge
Technology storing and retrieving relevant workplace data using documentation systems for preparing formal contracts discriminating and adjusting pitch to produce the required
and recording and storing copyright agreements
sound producing planned sound consistently across a wide dynamic range

CUS09 Music (Version 1.1) CUS50209 Diploma of Sound Production
CUS50209 Diploma of Sound Production

Descriptor
Job roles
assistant sound engineer sound designer.
a relevant Certificate IV qualification, e.g. CUS40209 Certificate IV in Sound Production;
CUF40107 Certificate IV in Screen and Media; and CUE40303 Certificate IV in Live Production, Theatre and Events (Technical Operations) extensive vocational experience in sound production.

Packaging Rules
Core units
BSBOHS509A Ensure a safe workplace CUSIND401A Develop specialist expertise in the music industry CUSIND501A Apply music knowledge and artistic judgement
Audio/sound CUESOU04C Mix live audio CUESOU10B Operate wireless audio equipment CUESOU11B Set up and operate stage monitor systems CUESOU12B Set up and operate audio system control networks CUESOU13B Specify, install and operate audio for an outdoor event CUSSOU401A Record sound CUSSOU402A Develop and implement sound plans CUSSOU403A Perform advanced sound editing CUSSOU405A Mix recorded music CUSSOU501A Develop sound designs CUSSOU502A Produce sound recordings CUSSOU503A Implement sound designs CUSSOU504A Create a final sound balance CUSSOU505A Compile music for soundtracks Compliance CUFCMP501A Manage and exploit copyright arrangements Creative process BSBCRT501A Originate and develop concepts Music composition CUSMCP501A Compose music using electronic media Music literacy CUSMLT501A Refine aural-perception skills CUSMLT502A Apply concepts about the impact of music to professional practice Music performance CUSMPF502A Incorporate interactive technology into performance Project management BSBPMG510A Manage projects
Group B units
Audio/sound CUSSOU404A Edit dialogue CUSSOU406A Record sound on location CUSSOU407A Coordinate location sound recording Design process BSBDES501A Implement design solutions
Digital content and imaging CUFDIG502A Design web environments Financial management BSBFIM501A Manage budgets and financial plans SITXFIN007A Manage physical assets Human resource management BSBHRM506A Manage recruitment selection and induction processes ICT support and use ICAA5144B Determine best-fit topology for a local network ICAI5172B Implement backbone technologies in a local area network ICAS5199B Manage business websites and servers ICAS5203B Evaluate and select a web hosting service Information management BSBINM501A Manage an information or knowledge management system CUFRES401A Conduct research Industry context BSBCON401A Work effectively in a business continuity context CUFIND401A Provide services on a freelance basis CUFIND402A Develop screen and media specialist expertise Innovation BSBINN501A Establish systems that support innovation BSBINN502A Build and sustain an innovative work environment Occupational health and safety BSBOHS407A Monitor a safe workplace Post-production CUFPOS402A Manage media assets Project management BSBPMG501A Manage application of project integrative processes BSBPMG503A Manage project time Risk management BSBRSK501A Manage risk Sustainability BSBSUS301A Implement and monitor environmentally sustainable work practices Workplace effectiveness BSBWOR502A Ensure team effectiveness

The context for this qualification varies, and this must guide the selection of elective units. The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but they are in no way prescriptive: Assistant sound engineer Core units plus:

BSBPMG510A Manage projects BSBWOR502A Ensure team effectiveness CUESOU10B Operate wireless audio equipment CUESOU11B Set up and operate stage monitor systems CUESOU12B Set up and operate audio system control networks CUESOU13B Specify, install and operate audio for an outdoor event CUSSOU402A Develop and implement sound plans CUSSOU405A Mix recorded music CUSSOU501A Develop sound designs CUSSOU502A Produce sound recordings CUSSOU503A Implement sound designs CUSSOU504A Create a final sound balance SITXFIN007A Manage physical assets
Sound designer Core units plus:

CUSSOU501A Develop sound design CUSSOU503A Implement sound design CUESOU11B Set up and operate stage monitor systems CUESOU12B Set up and operate audio system control networks CUESOU13B Specify, install and operate audio for an outdoor event BSBCRT501A Originate and develop concepts CUSSOU504A Create a final sound balance CUFCMP501A Manage and exploit copyright arrangements BSBPMG510A Manage projects CUFIND401A Provide services on a freelance basis BSBFIM501A Manage budgets and financial plans SITXFIN007A Manage physical assets BSBWOR502A Ensure team effectiveness
Employability Skills for CUS50209 Diploma of Sound Production

Employability Skill Communication Industry/enterprise requirements for this qualification include: consulting with staff and promoting a safe workplace negotiating deals and achieving agreed outcomes interpreting the needs and rights of relevant parties relating to people from diverse backgrounds and with developing, reading and interpreting sound-design concept writing reports documenting the evaluation of the sound communicating the production vision and concept within the providing feedback to recording personnel on appropriate explaining/offering suitable alternatives when production
diverse abilities specifications
design implementation
constraints of the production requirements recording and production techniques
recording difficulties cannot be resolved within operational constraints interpreting and developing a varied range of complex business documents
Teamwork working effectively in a team and acknowledging cultural working with team members and other stakeholders to
protocols
maintain project schedules addressing team conflict and building an environment of trust working cooperatively with and providing leadership to personnel involved in sound design and implementation
Problem solving analysing relevant workplace data in order to identify dealing with complex and non-routine difficulties interpreting relevant legislation to complete copyright building contingencies into sound designs promptly and effectively rectifying performance,
hazards, and to assess and control risks documentation
explaining/offering suitable alternatives when production
performance environment and other technical issues
recording difficulties cannot be resolved within operational constraints evaluating complex information from varied sources to develop strategic management approaches to physical assets analysing and preparing a wide range of financial data interpreting estimates and financial agreements for physical asset acquisition
identifying market requirements listening critically to and continuously evaluating aspects of
sound to fulfil, and even go beyond the requirements of sound briefs thinking laterally when developing concepts shaping music/sound imaginatively communicating the production vision and concept within the constraints of production requirements
Planning and organising monitoring own work and introducing strategies to improve Self management
performance developing, monitoring and maintaining implementation schedules locating and using relevant sources of sound and information to respond to creative requirements of sound design briefs developing and implementing complex and interrelated workplace procedures, systems and schedules for physical asset management comparing time lines and promotional costs against budgets
prioritising work tasks and meeting deadlines seeking feedback and integrating constructive advice into providing appropriate and timely documentation
Learning
identifying opportunities to maintain and enhance industry mentoring and coaching team members obtaining and interpreting information to ensure currency of
knowledge
work practice
Technology
storing and retrieving relevant workplace data using documentation systems for preparing formal contracts accessing/downloading industry information working with a variety of sound recording, production and
and recording or storing copyright agreements playback equipment.

CUS09 Music (Version 1.1) CUS50309 Diploma of Music Business
CUS50309 Diploma of Music Business

Descriptor
Job roles

licensing manager music merchandiser music promoter music publisher music/artist manager.
a Certificate IV qualification in marketing or business management, e.g. CUS40309
Certificate IV in Music Business, BSB40207 Certificate IV in Business and BSB41307 Certificate IV in Marketing extensive vocational experience in marketing or business management extensive vocational experience in music industry administration.

Packaging Rules
Core units
CUSOHS301A Follow occupational health and safety procedures BSBSMB401A Establish legal and risk management requirements of small business
CUFCMP501A Manage and exploit copyright arrangements CUSIND501A Apply music knowledge and artistic judgement

Creative process BSBCRT501A Originate and develop concepts Event management CUETEM07B Tour the production SITXEVT013A Manage event staging SITXEVT017A Provide on-site event management services Financial management BSBFIM501A Manage budgets and financial plans CUSFIM501A Secure funding for projects Management CUEFOH06C Manage venue services CUSMGT401A Manage distribution of music and associated products CUSMGT402A Administer music publishing income CUSMGT403A Manage licensing of music CUSMGT404A Administer artists' royalty income CUSMGT502A Manage artists and their careers CUSMGT503A Develop artists and repertoire CUSPUR501A Establish and manage recording contracts Marketing CUSMKG501A Manage the promotion of creative acts SITXMPR001A Coordinate the production of brochures and marketing materials Music literacy CUSMLT502A Apply concepts about the impact of music to professional practice CUSWRT501A Write about music Project management BSBPMG510A Manage projects Research CUFRES401A Conduct research Risk management BSBRSK501A Manage risk
Group B units
Advertising
BSBADV507B Develop a media plan BSBADV509A Create mass print media advertisements BSBADV510A Create mass electronic media advertisements BSBADV511A Evaluate and recommend advertising media options Customer service BSBCUS501A Manage quality customer service Design process BSBDES501A Implement design solutions Digital content and imaging CUFDIG502A Design web environments CUVPHI514A Employ colour management in a digital imaging workplace Event management SITXEVT009A Develop event concepts SITXEVT010A Evaluate and address event regulatory requirements SITXEVT012A Select event venues and sites SITXEVT014A Develop conference programs SITXEVT015A Manage exhibitions SITXEVT016A Organise and monitor event infrastructure Financial management CUEFIN03C Obtain sponsorship FNSICORG501B Develop a budget FNSICORG502B Manage a budget SITXFIN007A Manage physical assets General administration BSBADM502B Manage meetings BSBADM506B Manage business document design and development Human resource management BSBHRM503A Manage performance management systems BSBHRM506A Manage recruitment selection and induction processes ICT support and use ICAS5199B Manage business websites and servers ICAS5203B Evaluate and select a web hosting service Industry context BSBCON401A Work effectively in a business continuity context CUFIND401A Provide services on a freelance basis CUSIND401A Develop specialist expertise in the music industry
Information management and research BSBINM501A Manage an information or knowledge management system CUFRES401A Conduct research Innovation BSBINN501A Establish systems that support innovation BSBINN502A Build and sustain an innovative work environment Management BSBMGT502B Manage people performance BSBMGT515A Manage operational plan BSBMGT516A Facilitate continuous improvement Marketing BSBMKG501B Identify and evaluate marketing activities BSBMKG502B Establish and adjust the marketing mix BSBMKG506B Plan market research BSBMKG507A Interpret market trends and developments BSBMKG511A Analyse data from international markets BSBMKG513A Promote products and services to international markets BSBMKG514A Implement and monitor marketing activities BSBMKG516A Profile international markets BSBMKG517A Analyse consumer behaviour for specific international markets Occupational health and safety BSBOHS407A Monitor a safe workplace Project management BSBPMG501A Manage application of project integrative processes BSBPMG503A Manage project time Public relations BSBPUB502A Develop and manage complex public relations campaigns BSBPUB503A Manage fundraising and sponsorship activities BSBPUB504A Develop and implement crisis management plans Purchasing and contracting BSBPUR402B Negotiate contracts Sustainability BSBSUS301A Implement and monitor environmentally sustainable work practices Workplace effectiveness BSBWOR502A Ensure team effectiveness Writing
BSBWRT501A Write persuasive copy CUFWRT401A Edit texts

The context for this qualification varies, and this must guide the selection of elective units. The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but they are in no way prescriptive: Licensing manager Core units plus:

BSBINM501A Manage an information or knowledge management system BSBPMG510A Manage projects BSBRSK501A Manage risk CUFRES401A Conduct research CUSIND401A Develop specialist expertise in the music industry CUSMGT401A Manage distribution of music and associated products CUSMGT402A Administer music publishing income CUSMGT403A Manage licensing of music CUSMGT404A Administer artists' royalty income CUSWRT501A Write about music FNSICORG502B Manage a budget SITXMPR001A Coordinate the production of brochures and marketing materials
Music marketing and promotions officer Core units plus:

BSBADV507B Develop a media plan BSBCRT501A Originate and develop concepts BSBMKG514A Implement and monitor marketing activities BSBPMG510A Manage projects BSBRSK501A Manage risk CUSFIM501A Secure funding for projects CUSIND401A Develop specialist expertise in the music industry CUSMKG501A Manage the promotion of creative acts CUSWRT501A Write about music SITXEVT012A Select event venues and sites SITXEVT017A Provide on-site event management services SITXMPR001A Coordinate the production of brochures and marketing materials
Music publisher Core units plus:

BSBADV507B Develop a media plan BSBMGT515A Manage operational plan BSBMKG501B Identify and evaluate marketing activities BSBPMG510A Manage projects BSBRSK501A Manage risk CUSIND401A Develop specialist expertise in the music industry CUSMGT401A Manage distribution of music and associated products CUSMGT402A Administer music publishing income CUSMGT403A Manage licensing of music
CUSMGT503A Develop artists and repertoire CUSMLT502A Apply concepts about the impact of music to professional practice CUSWRT501A Write about music
Music/artist manager Core units plus:

BSBFIM501A Manage budgets and financial plans BSBMGT515A Manage operational plan BSBMKG514A Implement and monitor marketing activities CUETEM07B Tour the production CUSIND401A Develop specialist expertise in the music industry CUSMKG501A Manage the promotion of creative acts CUSMGT401A Manage distribution of music and associated products CUSMGT403A Manage licensing of music CUSMGT404A Administer artists' royalty income CUSMGT502A Manage artists and their careers CUSMGT503A Develop artists and repertoire CUSPUR501A Establish and manage recording contracts
Employability Skills for CUS50309 Diploma of Music Business

Employability Skill Communication Industry/enterprise requirements for this qualification include: consulting with staff and promoting a safe workplace relating to people from diverse backgrounds and with preparing complex reports interpreting the needs and rights of relevant parties advising artists on the commercial feasibility of their maintaining comprehensive business networks to promote mentoring and counselling artists effectively, ethically, negotiating performance and publicity opportunities on advocating and promoting ideas and new talent negotiating and problem solving in relation to situations that preparing communications about risk management and drafting, interpreting and finalising contracts negotiating contractual terms and conditions applying communication, reporting, recordkeeping and
diverse abilities
repertoire
artists' careers
sensitively and tactfully behalf of artists
arise during touring
encouraging stakeholder involvement
consultation skills to operate the business
Teamwork
working effectively in a team and acknowledging cultural
protocols working with relevant parties when negotiating deals working collaboratively with artists working constructively with users of published works working collaboratively on ideas and articulating the rationale for concepts in ways that promote constructive discussion with others managing a marketing team
analysing relevant workplace data in order to identify
Problem solving
hazards, and to assess and control risks dealing with complex and non-routine difficulties solving problems arising from negotiating deals interpreting relevant technical data developing structured funding plans evaluating business deals to determine alignment with own and artists' interests identifying and resolving actual and potential conflicts of interest when representing artists facilitating accurate royalty payments and records reading, understanding and updating a budget
analysing marketing performance, revenue and cost clarifying and resolving contractual discrepancies and investigating legal structures, taxation and insurance
variations
requirements
developing and nurturing talent in the interest of artists and identifying the commercial potential of current and future assessing the marketability of new and emerging talent assessing promotional opportunities for published works providing advocacy in the presentation of published works generating a range of innovative concepts and ideas, using
the intended market
music market trends
and monitoring developments in new media for exploitation
lateral thinking and taking a visionary approach to developing concepts and ideas
maintaining financial records in compliance with legislative
requirements managing people and projects planning promotions and promotional campaigns undertaking business and financial planning ensuring negotiated agreements are kept within budget aligning and connecting artists and producers planning and implementing risk management processes preparing project proposals and promotional materials developing strategies for achieving contractual outcomes monitoring observance of contractual terms and conditions
Self management
continuously assessing own leadership and teamwork skills
against the professional and career development of managed artists setting priorities to achieve realisable short and long-term goals monitoring own work and introducing strategies to improve performance
identifying opportunities to maintain and enhance industry seeking feedback and integrating constructive advice into
Learning
knowledge
evaluating own business skills, identifying deficits and using improving own negotiation skills obtaining and interpreting information to ensure currency of
opportunities to address deficits work practice
Technology
using industry-current online copyright licensing, accounting, accessing music downloads, websites and blogs downloading contractual and legal information
bookkeeping, financial and/or spreadsheet software

CUS09 Music (Version 1.1) CUS60109 Advanced Diploma of Music
CUS60109 Advanced Diploma of Music

Descriptor
This qualification reflects the role of individuals who use wide-ranging analytical, technical, creative, conceptual and managerial skills in their chosen field in the music industry. Their knowledge base may be specialised or broad. These individuals are sometimes accountable for group outcomes.
Job roles

music arranger music director musician musicologist singer (concert, ensemble or opera).
a Diploma qualification in music, e.g. CUS50109 Diploma of Music extensive vocational experience in music practice.

Packaging Rules
Total number of units = 15 3 core units 7 Group A units 5 elective units 2 elective units must be selected from the Group A and/or Group B units listed below. The remaining 3 elective units may be selected from the Group A and Group B units listed below or may include any unit of competency from any endorsed Training Package or accredited course at the same qualification level. No more than 3 Group A or Group B units previously achieved as part of another qualification may be counted towards the qualification.
Core units
Audio/sound CUSSOU502A Produce sound recordings Creative process BSBCRT601A Research and apply concepts and theories of creativity Learning and development CUSLED501A Provide instrumental or vocal tuition CUSLED502A Provide tuition for composition Music composition CUSMCP501A Compose music using electronic media CUSMCP503A Prepare compositions for publishing CUSMCP601A Extend techniques for composing music CUSMCP602A Extend techniques for arranging music Music literacy CUSMLT501A Refine aural-perception skills CUSWRT501A Write about music CUSMLT601A Analyse music CUSMLT602A Analyse harmony Music performance CUSMPF601A Present a music performance CUSMPF602A Manage stagecraft aspects of performances CUSMPF603A Refine performance techniques and expand repertoire CUSMPF604A Extend improvisation techniques CUSMPF605A Develop advanced vocal techniques CUSMPF606A Conduct musical performances CUSMPF607A Lead music rehearsals Workplace effectiveness BSBWOR502A Ensure team effectiveness
Group B units
Design process BSBDES601A Manage design realisation BSBDES602A Research global design trends Diversity BSBDIV601A Develop and implement diversity policy Information management and research BSBINM601A Manage knowledge and information
BSBRES801A Initiate and lead applied research CUVADM13B Research and critique cultural work(s) Industry context CUFIND401A Provide services on a freelance basis CUSIND401A Develop specialist expertise in the music industry Innovation BSBINN601A Manage organisational change Management BSBMGT605B Provide leadership across the organisation BSBMGT608B Manage innovation and continuous improvement BSBMGT615A Contribute to organisation development Music composition CUSMCP502A Compose music for screen Music literacy CUSMLT502A Apply concepts about the impact of music to professional practice Music performance CUESMT06C Plot technical requirements from scores CUSMPF502A Incorporate interactive technology into performance CUSMPF503A Perform accompaniment CUSMPF507A Present live audition programs CUSMPF508A Provide musical leadership in performance Project management BSBPMG601A Direct the integration of projects Sustainability BSBSUS301A Implement and monitor environmentally sustainable work practices

The context for this qualification varies, and this must guide the selection of elective units. The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but they are in no way prescriptive: Music arranger Core units plus:

BSBCRT601A Research and apply concepts and theories of creativity CUFIND401A Provide services on a freelance basis CUSIND401A Develop specialist expertise in the music industry CUSMCP501A Compose music using electronic media CUSMCP503A Prepare compositions for publishing CUSMCP601A Extend techniques for composing music CUSMCP602A Extend techniques for arranging music
CUSMLT501A Refine aural-perception skills CUSMLT502A Apply concepts about the impact of music to professional practice CUSWRT501A Write about music CUSMLT601A Analyse music CUSMLT602A Analyse harmony
Music director Core units plus:

BSBCRT601A Research and apply concepts and theories of creativity BSBINM601A Manage knowledge and information BSBINN601A Manage organisational change BSBMGT615A Contribute to organisation development CUSMCP503A Prepare compositions for publishing CUSMLT502A Apply concepts about the impact of music to professional practice CUSWRT501A Write about music CUSMLT601A Analyse music CUSMLT602A Analyse harmony CUSMPF508A Provide musical leadership in performance CUSMPF606A Conduct musical performances CUSMPF607A Lead music rehearsals
Musicologist Core units plus:

BSBCRT601A Research and apply concepts and theories of creativity BSBDES602A Research global design trends BSBINM601A Manage knowledge and information BSBPMG601A Direct the integration of projects BSBRES801A Initiate and lead applied research CUSMCP601A Extend techniques for composing music CUSMCP503A Prepare compositions for publishing CUSMLT502A Apply concepts about the impact of music to professional practice CUSWRT501A Write about music CUSMLT601A Analyse music CUSMLT602A Analyse harmony CUVADM13B Research and critique cultural work(s)
Singer (concert, ensemble or opera) Core units plus:

BSBCRT601A Research and apply concepts and theories of creativity CUFIND401A Provide services on a freelance basis CUSMLT501A Refine aural-perception skills CUSMLT502A Apply concepts about the impact of music to professional practice CUSMLT601A Analyse music CUSMLT602A Analyse harmony CUSMPF507A Present live audition programs CUSMPF601A Present a music performance CUSMPF602A Manage stagecraft aspects of performances CUSMPF603A Refine performance techniques and expand repertoire CUSMPF605A Develop advanced vocal techniques CUSMPF607A Lead music rehearsals
Employability Skills for CUS60109 Advanced Diploma of Music

Employability Skill Communication Industry/enterprise requirements for this qualification include: negotiating deals and achieving agreed outcomes interpreting the needs and rights of relevant parties obtaining and interpreting information to ensure currency of sharing industry information with colleagues and peers articulating and debating complex concepts, including researching information demonstrating high level interpersonal skills identifying and dealing positively and constructively with responding positively to constructive feedback articulating music analysis accurately and appropriately
work practice
musical ideas with peers
conflict
using appropriate conventions of music writing and nomenclature using language appropriate to the intended audience
Teamwork
consulting with staff and promoting a safe workplace working effectively in a team and acknowledging cultural working with relevant parties when negotiating deals obtaining acceptance of change processes and inspiring
protocols
trust working creatively with individual differences working constructively with group dynamics
Problem solving
dealing with complex concepts and theories of creativity analysing relevant workplace data in order to identify dealing with complex and non-routine difficulties interpreting relevant legislation to complete copyright
hazards, and to assess and control risks
documentation solving problems arising from negotiating deals interpreting relevant technical data analysing appropriate musical elements within compositions and/or performances analysing a variety of scales, chord sequences and music systems, including rhythms, time signatures, beat patterns or other elements of musical organisation
analysing complex information and developing and
substantiating own positions and responses to theories and thinking around creativity thinking laterally and developing creative means to enable people to accept change positively
matching repertoire to target audience demonstrating originality and innovative approaches to the
performance and interpretation of music for self and others in area of specialisation interpreting music with appropriate style in intonation, rhythm, attack, timbre, dynamics and tempi for self and others in area of specialisation phrasing and shaping music appropriately in area of specialisation understanding and expressing appropriate musical nuance in area of specialisation leading musical performances appropriately for the context of venues, sound forces available and perceived audience taste in area of specialisation engaging audiences through appropriate use of stagecraft skills empathising with the creative work of composers and performers performance
monitoring own work and introducing strategies to improve sequencing events to enable staff to be clear in times of working within established timeframes to achieve planned planning practice to improve own technical facility in
change or turbulence outcomes
performance and directing music in area of specialisation demonstrating punctuality in all work commitments using time-management strategies to set priorities
Self management developing and substantiating own views and ideas extending musical boundaries for self and audience in area matching work commitments to best career outcome identifying own knowledge and information needs Learning identifying opportunities to maintain and enhance industry seeking feedback and integrating constructive advice into evaluating and adjusting career directions and plans discerning and listening to advice of colleagues, experts and listening critically to continuously evaluate and adjust the
of specialisation
knowledge
realistically to advance in area of specialisation
audience groups to adjust work in line with career direction musical work of self and others in area of specialisation of specialisation
observing cultural protocols appropriate to the genre or area Technology storing and retrieving relevant workplace data using documentation systems for preparing formal contracts accessing/downloading industry information using equipment and instruments in area of specialisation
and recording or storing copyright agreements
using technology to improve efficiency and musical
outcomes for self and others in area of specialisation investigating technology to enhance artistic or commercial outcomes in area of specialisation using word processing tools proficiently

CUS09 Music (Version 1.1) CUS60209 Advanced Diploma of Sound Production
CUS60209 Advanced Diploma of Sound Production

Descriptor
This qualification reflects the role of individuals who use wide-ranging analytical, technical, creative, conceptual and managerial skills in their chosen field in the music industry. Their knowledge base may be specialised or broad. These individuals are sometimes accountable for group outcomes.
Job roles
sound engineer.
a relevant Diploma qualification, e.g. CUS50209 Diploma of Sound Production;
CUF50107 Diploma of Screen and Media; or CUE50303 Diploma of Live Production, Theatre and Events (Technical Production) extensive vocational experience in sound production.

Packaging Rules
Total number of units = 15 4 core units 6 Group A units 5 elective units 2 elective units must be selected from the Group A and/or Group Bunits listed below. The remaining 3 elective units may be selected from the Group A and/or Group B units listed below or any unit of competency from any endorsed Training Package or accredited course at the same qualification level. No more than 3 Group A or Group B units previously achieved as part of another qualification may be counted towards the qualification. Electives must be relevant to the work outcome, local industry requirements and the qualification level.
Core units
BSBPMG510A Manage projects BSBOHS509A Ensure a safe workplace CUSIND501A Apply music knowledge and artistic judgement CUSSOU602A Manage production of sound recordings

Audio/sound CUESOU12B Set up and operate audio system control networks CUSSOU501A Develop sound designs CUSSOU502A Produce sound recordings CUSSOU503A Implement sound designs CUSSOU504A Create a final sound balance CUSSOU505A Compile music for soundtracks CUSSOU601A Manage production of sound designs Compliance CUFCMP501A Manage and exploit copyright arrangements Creative process BSBCRT601A Research and apply concepts and theories of creativity Music composition CUSMCP501A Compose music using electronic media Music literacy CUSWRT501A Write about music Music performance CUSMPF502A Incorporate interactive technology into performance Post-production CUFPPM602A Plan and manage film and media post-production Project management BSBPMG601A Direct the integration of projects
Group B units
Design process BSBDES601A Manage design realisation BSBDES602A Research global design trends Financial management BSBFIM601A Manage finances SITXFIN007A Manage physical assets Industry context BSBCON601A Develop and maintain business continuity plans CUFIND401A Provide services on a freelance basis Information management BSBINM601A Manage knowledge and information
Innovation BSBINN601A Manage organisational change Management BSBMGT605B Provide leadership across the organisation BSBMGT608B Manage innovation and continuous improvement BSBMGT615A Contribute to organisation development BSBMGT616A Develop and implement strategic plans BSBMGT617A Develop and implement a business plan SRXFAC009B Plan, develop and commission facility development Sustainability BSBSUS301A Implement and monitor environmentally sustainable work practices

The context for this qualification varies, and this must guide the selection of elective units. The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but they are in no way prescriptive: Sound engineer Core units plus:

BSBMGT615A Contribute to organisation development BSBMGT617A Develop and implement a business plan BSBPMG601A Direct the integration of projects CUFIND401A Provide services on a freelance basis CUSSOU501A Develop sound designs CUSSOU502A Produce sound recordings CUSSOU503A Implement sound designs CUSSOU504A Create a final sound balance CUSSOU505A Compile music for soundtracks CUSSOU601A Manage production of sound designs CUSSOU602A Manage production of sound recordings SRXFAC009B Plan, develop and commission facility development
Employability Skills for CUS60209 Advanced Diploma of Sound Production

Employability Skill Communication Industry/enterprise requirements for this qualification include: consulting with staff and promoting a safe workplace negotiating deals and achieving agreed outcomes interpreting the needs and rights of relevant parties obtaining and interpreting information to ensure currency of sharing industry information with colleagues and peers writing quality reports interacting effectively with people with diverse interests and conducting effective negotiations with a wide range of
work practice
needs
production personnel, external suppliers and service providers identifying and dealing positively and constructively with conflict to achieve best production outcomes interpreting and clarifying written proposals and creative briefs communicating the production vision and concept within the constraints of the production requirements providing feedback to recording personnel on appropriate recording and production techniques protocols working with relevant parties when negotiating deals gaining confidence and trust from people working at all levels working effectively with artists working constructively with group dynamics identifying and dealing effectively with conflict working cooperatively with and providing leadership to personnel involved in creating the final sound balance hazards, and to assess and control risks documentation
Teamwork
working effectively in a team and acknowledging cultural
Problem solving
analysing relevant workplace data in order to identify dealing with complex and non-routine difficulties interpreting relevant legislation to complete copyright solving problems arising from negotiating deals interpreting relevant technical data demonstrating lateral thinking skills to find new, improved or applying problem-solving skills to deal with project
different ways of working or engineering the organisation management issues
addressing and resolving problems and challenges in a
timely and collaborative manner
interpreting, monitoring and adjusting budgets and cost
estimates promptly and effectively rectifying performance, performance environment and other technical issues that may affect the achievement of a simultaneous sound balance
Initiative and enterprise thinking laterally and developing creative means to enable developing new and better systems for managing complex
people to accept change positively
situations demonstrating initiative and flexibility when responding to unexpected changes in the production schedule or process using innovative approaches in recording to enhance the interpretation and performance of music or to create new possibilities through artistic and technical effects interpreting music appropriately to ensure a sympathetic and appropriate approach to sound production using aural imagination to develop coherent and innovative artistic sound outcomes within the scope of productions accurately identifying and enhancing the characteristics of sound sources listening critically to the creative and technical work of others
sequencing activities to develop a logical structure demonstrating high-level prioritising, planning and
organising skills coordinating all aspects of managing the production of sound designs, including working within budgets applying well-developed project management skills covering both physical and human resources planning work to maximise cash flow establishing and maintaining personal financial and work recordkeeping systems planning integration of new technologies into own professional work practices working within budgets and timeframes using time-management strategies to set priorities developing systems for required documentation performance working under pressure providing appropriate and timely documentation meeting deadlines evaluating own performance
Self management
monitoring own work and introducing strategies to improve
Learning
identifying own knowledge and information needs identifying opportunities to maintain and enhance industry seeking feedback and integrating constructive advice into
knowledge
Technology
storing and retrieving relevant workplace data using documentation systems for preparing formal contracts accessing/downloading industry information using appropriate technology to improve efficiency in the applying knowledge of acoustics to instruments/voices in working with a variety of sound recording, production and
and recording or storing copyright agreements recording process and artistic outcomes
placements and settings for sound balance in recording playback equipment

CUS09 Music (Version 1.1) CUS60309 Advanced Diploma of Music Business
CUS60309 Advanced Diploma of Music Business

Descriptor
This qualification reflects the role of individuals who use wide-ranging analytical, technical, creative, conceptual and managerial skills in their chosen field in the music industry. Their knowledge base may be specialised or broad. These individuals are often accountable for group outcomes.
Job roles

new media director label manager licensing manager music business manager venue manager.
a Diploma qualification in marketing or business management, e.g. CUS50309 Diploma extensive vocational experience in marketing or business management extensive vocational experience in music industry administration.
of Music Business, BSB50207 Diploma of Business, or BSB51207 Diploma of Marketing

Packaging Rules
Core units
BSBFIM601A Manage finances BSBMGT617A Develop and implement a business plan

Creative process BSBCRT601A Research and apply concepts and theories of creativity Ebusiness BSBEBU501A Investigate and design ebusiness solutions BSBEBU502A Implement ebusiness solutions Event management CUETEM07B Tour the production SITXEVT012A Select event venues and sites SITXEVT013A Manage event staging SITXEVT017A Provide on-site event management services SITXEVT019A Manage multi venue events Financial management CUEFIN03C Obtain sponsorship CUSFIM501A Secure funding for projects Management BSBCON601A Develop and maintain business continuity plans BSBMGT616A Develop and implement strategic plans CUEFOH06C Manage venue services CUSMGT502A Manage artists and their careers CUSMGT503A Develop artists and repertoire Marketing CUSMKG501A Manage the promotion of creative acts CUVADM08B Develop and manage public relations strategies Music literacy CUSWRT501A Write about music Project management BSBPMG601A Direct the integration of projects Purchasing and contracting CUSPUR501A Establish and manage recording contracts PSPPROC602B Direct the management of contracts
Group B units
Design process BSBDES601A Manage design realisation BSBDES602A Research global design trends Diversity BSBDIV601A Develop and implement diversity policy Event management SITXEVT009A Develop event concepts SITXEVT010A Evaluate and address event regulatory requirements SITXEVT011A Develop crowd control plans and procedures SITXEVT014A Develop conference programs SITXEVT015A Manage exhibitions SITXEVT016A Organise and monitor event infrastructure Financial management FNSICORG609B Develop and manage financial systems SITXFIN007A Manage physical assets Human resource management BSBHRM602A Manage human resources strategic planning SITXHRM004A Manage volunteers Industry context CUFIND401A Provide services on a freelance basis CUSIND401A Develop specialist expertise in the music industry Information management and research BSBINM601A Manage knowledge and information Innovation BSBINN601A Manage organisational change Management BSBCON701A Establish and renew the business continuity management framework and strategies BSBMGT605B Provide leadership across the organisation BSBMGT608B Manage innovation and continuous improvement BSBMGT615A Contribute to organisation development SRXFAC009B Plan, develop and commission facility development Marketing BSBMKG603B Manage the marketing process BSBMKG605B Evaluate international marketing opportunities BSBMKG606B Manage international marketing programs
BSBMKG607B Manage market research BSBMKG608A Develop organisational marketing objectives BSBMKG609A Develop a marketing plan BSBMKG610A Develop, implement and monitor a marketing campaign Sustainability BSBSUS501A Develop workplace policy and procedures for sustainability

The context for this qualification varies, and this must guide the selection of elective units. The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but they are in no way prescriptive: New media director Core units plus:

BSBEBU501A Investigate and design ebusiness solutions BSBEBU502A Implement ebusiness solutions BSBMGT616A Develop and implement strategic plans BSBMKG603B Manage the marketing process BSBMKG606B Manage international marketing programs BSBMKG608A Develop organisational marketing objectives BSBMKG609A Develop a marketing plan BSBPMG601A Direct the integration of projects CUSFIM501A Secure funding for projects CUSIND401A Develop specialist expertise in the music industry
Music business manager Core units plus:

BSBCRT601A Research and apply concepts and theories of creativity BSBMGT616A Develop and implement strategic plans BSBMKG603B Manage the marketing process BSBMKG609A Develop a marketing plan CUETEM07B Tour the production CUSFIM501A Secure funding for projects CUSWRT501A Write about music CUSMGT502A Manage artists and their careers CUSMGT503A Develop artists and repertoire PSPPROC602B Direct the management of contracts
Employability Skills for CUS60309 Advanced Diploma of Music Business

Employability Skill Communication Industry/enterprise requirements for this qualification include: reading and applying complex formal documents, such as
contracts, legislation and guidelines and applying them to contract management and industry development demonstrating communication, reporting, recordkeeping and consultation skills to operate the business developing policies and procedures and analysing compliance information negotiating performance and publicity opportunities on behalf of artists negotiating contractual terms and conditions writing quality reports in a range of styles for different audiences relating to people from diverse backgrounds and with diverse abilities demonstrating effective presentation and facilitation skills advocating and promoting ideas and new talent developing comprehensive industry networks mentoring and counselling artists effectively, ethically, patiently and sensitively advising artists on a range of industry matters, such as industrial relations, OHS and financial matters, and the commercial feasibility of their repertoire protocols
Teamwork
working effectively in a team and acknowledging cultural working collaboratively with artists consulting with staff and promoting a safe workplace demonstrating leadership skills to gain confidence and trust leading and managing marketing team members in an
from people working at all levels organisation
Problem solving
dealing with complex concepts and theories of creativity undertaking value chain analysis, reviewing strengths and
weaknesses, and collating and interpreting statistical data including trend analysis clarifying and resolving contractual discrepancies and variations investigating legal structures, and taxation and insurance requirements demonstrating financial skills to consider resource implications of proposed strategies researching up-to-date information for the environmental analysis applying risk-management skills to plan and undertake
analysing, creating and managing budgets for marketing developing structured funding plans identifying the commercial potential of current and future identifying and resolving actual and potential conflicts of maintaining financial records in compliance with legislative
appropriate due diligence activities
music market trends
interest when representing artists
requirements planning promotions and promotional campaigns undertaking business and financial planning measuring the performance of strategic initiatives
thinking laterally and developing creative means to enable evaluating business deals to determine alignment with own assessing the marketability of new and emerging talent developing and nurturing talent in the interest of artists and
people to accept change positively and artists' interests the intended market performance
monitoring own work and introducing strategies to improve developing strategies for achieving contractual outcomes monitoring observance of contractual terms and conditions applying organisational and time-management skills to
sequence tasks and meet timelines ensuring negotiated agreements are kept within budget
Self management
prioritising tasks and meeting key dates continuously assessing own leadership and teamwork skills
against the professional and career development of managed artists setting priorities to achieve realisable short and long-term goals obtaining and interpreting information to ensure currency of work practice
Learning identifying own knowledge and information needs identifying opportunities to maintain and enhance industry seeking feedback and integrating constructive advice into
knowledge
evaluating and improving own negotiation skills evaluating own business skills, identifying deficits and using
opportunities to address deficits
Technology
storing and retrieving relevant workplace data using documentation systems for preparing formal contracts accessing/downloading industry information accessing music downloads, websites and blogs using current accounting, bookkeeping, financial and/or
and recording or storing copyright agreements
spreadsheet software

CUS09 Music (Version 1.1) Assessment Guidelines
Assessment Guidelines
Introduction
These Assessment Guidelines provide the endorsed framework for assessment of units of competency in this Training Package. They are designed to ensure that assessment is consistent with the AQTF 2007. Assessments against the units of competency in this Training Package must be carried out in accordance with these Assessment Guidelines.
Assessment System Overview

This section provides an overview of the requirements for assessment when using this Training Package, including a summary of the AQTF 2007 requirements; licensing/registration requirements; and assessment pathways. Benchmarks for Assessment Assessment within the National Skills Framework is the process of collecting evidence and making judgments about whether competency has been achieved to confirm whether an individual can perform to the standards expected in the workplace, as expressed in the relevant endorsed unit of competency. In the areas of work covered by this Training Package, the endorsed units of competency are the benchmarks for assessment. As such, they provide the basis for nationally recognised Australian Qualifications Framework (AQF) qualifications and Statements of Attainment issued by Registered Training Organisations (RTOs).
Australian Quality Training Framework Assessment Requirements

Assessment leading to nationally recognised AQF qualifications and Statements of Attainment in the vocational education and training sector must meet the requirements of the AQTF as expressed in the AQTF 2007 Essential Standards for Registration. The AQTF 2007 Essential Standards for Registration can be downloaded from < www.training.com.au/aqtf2007>. The following points summarise assessment requirements. Registration of Training Organisations Assessment must be conducted by, or on behalf of, an RTO formally registered by a State or Territory Registering/Course Accrediting Body in accordance with the AQTF 2007 Essential Standards for Registration. The RTO must have the specific units of competency and/or AQF qualifications on its scope of registration. Quality Training and Assessment Each RTO must provide quality training and assessment across all its operations. See the AQTF 2007 Essential Standards for Registration, Standard 1. Assessor Competency Requirements Each person involved in training, assessment or client service must be competent for the functions they perform. See the AQTF 2007 Essential Standards for Registration, Standard 1, for assessor (and trainer) competency requirements. Assessment Requirements The RTOs assessments, including RPL, must meet the requirements of the relevant endorsed Training Package. See the AQTF 2007 Essential Standards for Registration, Standard 1. Assessment Strategies
Each RTO must have strategies for training and assessment that meet the requirements of the relevant Training Package or accredited course and are developed in consultation with industry stakeholders. See the AQTF 2007 Essential Standards for Registration, Standard 1. National Recognition Each RTO must recognise the AQF qualifications and Statements of Attainment issued by any other RTO. See the AQTF 2007 Essential Standards for Registration, Condition of Registration 7: Recognition of qualifications issued by other RTOs. Access and Equity and Client Outcomes Each RTO must adhere to the principles of access and equity and maximise outcomes for its clients. See the AQTF 2007 Essential Standards for Registration, Standard 2. Monitoring Assessments Training and/or assessment provided on behalf of the RTO must be monitored to ensure that it is in accordance with all aspects of the Essential Standards for Registration. See the AQTF 2007 Essential Standards for Registration, Standard 3. Recording Assessment Outcomes Each RTO must manage records to ensure their accuracy and integrity. See the AQTF 2007 Essential Standards for Registration, Standard 3. Issuing AQF Qualifications and Statements of Attainment Each RTO must issue AQF qualifications and Statements of Attainment that meet the requirements of the current AQF Implementation Handbook and the endorsed Training Packages within the scope of its registration. An AQF qualification is issued once the full requirements for a qualification, as specified in the nationally endorsed Training Package are met. A Statement of Attainment is issued when an individual has completed one or more units of competency from nationally recognised qualification(s)/courses(s). See the AQTF 2007 and the 2007 edition of the AQF Implementation Handbook-available on the AQFAB website < www.aqf.edu.au>. This section provides information on licensing/registration requirements for CUS09 Music Training Package, with the following important disclaimer. The developers of this Training Package, and DEEWR, consider that no licensing or registration requirements apply to registered training organisations (RTOs), assessors or candidates with respect to this Training Package. Contact the relevant state or territory department(s) to check if there are any licensing or registration requirements with which you must comply. For further information on this topic contact IBSA at www.ibsa.org.au . The following guidance is provided in relation to regulatory requirements that may apply to people working in technical production areas of the entertainment industry.
National Standard for Licensing Persons Performing High Risk Work

The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels. CPCCLDG3001A Licence to perform dogging CPCCLRG3001A Licence to perform rigging basic level CPCCLRG3002A Licence to perform rigging intermediate level CPCCLRG4001A Licence to perform rigging advanced level
Information on occupational licensing and its intersection with vocational education and
training can be found in Licensing Line News at www.licensinglinenews.com .
National Code of Practice for Induction for Construction Work

"This Code of Practice provides guidance to persons working in the general and residential construction sectors on the types of induction training that may be needed to provide construction workers with an awareness and understanding of common hazards on construction sites and how they should be managed." (Source: Licensing Line News at www.licensinglinenews.com ). Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering the construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007). Achievement of the unit ' CPCCOHS1001A Work safely in the construction industry' from the CPC08 Construction, Plumbing and Services Integrated Framework Training Package fulfils this requirement. Contact state or territory OHS authorities for information on RTOs approved to deliver the general induction training program.
Requirements for RTOs Training and assessment in remote and regional areas
Training and assessing candidates in remote and regional areas present a range of challenges. These include: lack of numbers preventing the establishment of traditional class sizes physical remoteness of some communities, where access to training facilities is limited scarcity of teachers with the required industry experience scarcity of physical training resources (e.g. current and emerging technology).
Some options for overcoming these challenges include: partnerships between RTOs to establish classes, i.e. programs delivered on a regional rather than local basis delivering certain units by distance mode partnerships between industry and RTOs to share resources and personnel partnerships between schools and RTOs use of technology (e.g. email, CDs and internet) and self-paced resources.
Training and assessment issues for schools

Implementation of CUS09 Music Training Package within the school sector, while encouraged, needs to ensure the following: currency of skills and knowledge of those charged with training and assessing students access to industry-current equipment, facilities and training resources so that students acquire a realistic view of the realities and conditions within the workplace comprehensive coverage of underpinning skills and knowledge as delineated within the competency standards appropriateness of learning and assessment experiences to ensure that these are current and realistic. The competency standards provide more detailed guidance for training and assessment purposes, as well as examples relevant to each standard, and schools are encouraged to use
these guidelines when planning training and assessment. It is recommended that delivery of qualifications in schools should only include Certificates I andII. For more information on VET in Schools, please refer to Appendix A.
Assessment in a simulated environment

Units of competency in CUS09 Music Training Package may be assessed in the workplace or in a simulated environment. Assessment within a simulated environment may be required because: suitable employment and/or work experience is not always available some workplaces or work situations do not use or allow the application of the competency required conducting assessment within the workplace may be unacceptably disruptive to work requirements of the business it is sometimes appropriate to practise skills in live settings prior to the acquisition of competency, particularly in potentially dangerous situations or where valuable equipment may be at risk. Given that simulation may be used and is often indicated as an option for assessment within the CUS09 Music Training Package, the following advice is provided: In order to be valid and reliable, the simulation must closely represent what actually occurs in the workplace, and should seek to replicate an actual work setting. It is critical that the designer of the simulation is thoroughly familiar with the application of the competency and is experienced in current and relevant workplace practices. In deciding whether a simulation or an assessment environment has been adequately designed, the following questions should be asked. Are there opportunities to: test the full range of equipment? use up-to-date equipment and software? reflect time pressures and deadlines? show the complexity of dealing with multiple tasks? involve prioritising among competing tasks? deal with customers, including difficult ones? work with others in a team? communicate with diverse groups? find, discuss and test solutions to problems? explore health and safety issues? answer practically-oriented, applied knowledge questions? show the level of verbal and written expression sufficient for, but not exceeding, the work requirements?
Pathways
The competencies in this Training Package may be attained in a number of ways including through: formal or informal education and training experiences in the workplace general life experience, and/or any combination of the above.
Assessment under this Training Package leading to an AQF qualification or Statement of Attainment may follow a learning and assessment pathway, an assessment-only or recognition pathway, or a combination of the two as illustrated in the following diagram.
Each of these assessment pathways leads to full recognition of competencies held - the critical issue is that the candidate is competent, not how the competency was acquired. Assessment, by any pathway, must comply with the assessment requirements set out in the Assessment Guidelines of the Training Package and the AQTF 2007. Learning and Assessment Pathways Usually, learning and assessment are integrated, with assessment evidence being collected and feedback provided to the candidate at anytime throughout the learning and assessment process. Learning and assessment pathways may include structured programs in a variety of contexts using a range of strategies to meet different learner needs. Structured learning and assessment programs could be: group-based, work-based, project-based, self-paced, action learning-based; conducted by distance or e-learning; and/or involve practice and experience in the workplace. Learning and assessment pathways to suit Australian Apprenticeships have a mix of formal structured training and structured workplace experience with formative assessment activities through which candidates can acquire and demonstrate skills and knowledge from the relevant units of competency. Assessment-Only or Recognition of Prior Learning Pathway Competencies already held by individuals can be formally assessed against the units of competency in this Training Package, and should be recognised regardless of how, when or where they were achieved. In an assessment-only or Recognition of Prior Learning (RPL) pathway, the candidate provides current, quality evidence of their competency against the relevant unit of competency. This process may be directed by the candidate and verified by the assessor, such as in the compilation of portfolios; or directed by the assessor, such as through observation of workplace performance and skills application, and oral and/or written assessment. Where the outcomes of this process indicate that the candidate is competent, structured training is not required. The RPL requirements of the AQTF 2007 must be met (Standard 1). As with all assessment, the assessor must be confident that the evidence indicates that the candidate is currently competent against the endorsed unit of competency. This evidence
may take a variety of forms and might include certification, references from past employers, testimonials from clients, and work samples. The onus is on candidates to provide sufficient evidence to satisfy assessors that they currently hold the relevant competencies. In judging evidence, the assessor must ensure that the evidence of prior learning is: authentic (the candidate"s own work) valid (directly related to the current version of the relevant endorsed unit of competency) reliable (shows that the candidate consistently meets the endorsed unit of competency) current (reflects the candidate"s current capacity to perform the aspect of the work covered by the endorsed unit of competency), and sufficient (covers the full range of elements in the relevant unit of competency and addresses the four dimensions of competency, namely task skills, task management skills, contingency management skills, and job/role environment skills). The assessment only or recognition of prior learning pathway is likely to be most appropriate in the following scenarios: candidates enrolling in qualifications who want recognition for prior learning or current competencies existing workers individuals with overseas qualifications recent migrants with established work histories people returning to the workplace, and people with disabilities or injuries requiring a change in career. Combination of Pathways Where candidates for assessment have gained competencies through work and life experience and gaps in their competence are identified, or where they require training in new areas, a combination of pathways may be appropriate. In such situations, the candidate may undertake an initial assessment to determine their current competency. Once current competency is identified, a structured learning and assessment program ensures that the candidate acquires the required additional competencies identified as gaps. Assessor Requirements This section identifies the mandatory competencies for assessors, and clarifies how others may contribute to the assessment process where one person alone does not hold all the required competencies. Assessor Competencies The AQTF 2007 specifies mandatory competency requirements for assessors. For information, Standard 1, Element 1.4 from the AQTF 2007 Essential Standards for Registration follows: 1.4 a) b) c) Training and assessment is delivered by trainers and assessors who: have the necessary training and assessment competencies as determined by the National Quality Council or its successors have the relevant vocational competencies at least to the level being delivered or assessed continue developing their vocational and training and assessment competencies to support continuous improvements in the delivery of the RTO"s services.
Assessment for Indigenous organisations

Aboriginal and Torres Strait Islander people have expressed concern about the importance of developing appropriate assessment processes. There are four main areas of concern: diversity cultural appropriateness community control accreditation.
Diversity The term diversity is used to emphasise the wide range of opinions, aspirations, community circumstances, cultural practices, geographic locations, and social, economic and political conditions that exist throughout Australia and the need to guard against assumptions that all communities are the same. One approach is to distinguish between remote, rural and urban settings. These settings suggest differences that may be relevant to Aboriginal and Torres Strait Islander organisations, including: culture language history social make-up geography social and economic infrastructure economy political structure.
These factors suggest that training and assessment, in order to be relevant to the needs of a particular Aboriginal and Torres Strait Islander organisation, should address each situation as unique. Cultural appropriateness The term culture is used in a broad sense, it refers to: values, social beliefs and customs, such as Aboriginal and Torres Strait Islander law, land, and family and kinship systems protocols of behaviour and interaction e.g. cultural authority, gender and kinship ways of thinking, including preferred learning styles language, both English and Aboriginal English lifestyles local history location, including region and place. A particularly important aspect of cultural appropriateness is that of learning styles. There is evidence that Aboriginal and Torres Strait Islander people, both traditional and contemporary, approach learning differently from the Western intellectual tradition, which is relevant to effective training and assessment. It is understood that Aboriginal and Torres Strait Islander people may: learn better in groups than individually learn better in the surroundings of their community than in an institutional environment prefer oral communications to written forms
learn on the basis of trial and error in the presence of an experienced person in preference to concept building approaches have a highly-developed sense of spatial relations by which they learn; hence stories, maps and pictures would be preferable to oral explanations. To be effective, it is necessary that training and assessment recognises, adopts and practises appropriate delivery and assessment approaches. Trainers and assessors who are not Aboriginal or Torres Strait Islanders need information on aspects of Aboriginal and Torres Strait Islander culture. They need to work closely with Aboriginal and Torres Strait Islander people to adopt practices that reflect Aboriginal and Torres Strait Islander approaches. The community should be asked to identify experts to provide information and to assist with assessment of relevant protocols, for example, where required. There are a number of ways an RTO can establish and maintain culturally appropriate training and assessment practices, including: ensuring a high proportion of Aboriginal and Torres Strait Islander participation in all aspects of planning, development, delivery and evaluation establishing and maintaining a collaborative relationship with local Aboriginal and Torres Strait Islander communities as a mainstream (non-Indigenous) RTO, establishing auspice relationships with Aboriginal and Torres Strait Islander organisations and individuals, including direct and indirect involvement of persons identified as appropriate by the local community ensuring ongoing training of non-Aboriginal and Torres Strait Islander staff at all levels of the RTO, delivered by Aboriginal and Torres Strait Islander personnel. Community control The term community control is synonymous with such things as self-determination and self-management, and underpins most community aspirations. It is of fundamental concern to people who see themselves as having been dispossessed by colonisation. The essence of control is control of decision-making. In order to be able to do this, people need all relevant information, relevant competencies, and recognition of their own structures and processes. Among other things, Aboriginal and Torres Strait Islander people seek control over their training. It is necessary, therefore, that they participate in meaningful ways in all stages of planning, development, delivery and evaluation. One way to achieve this is for communities to have control of the contract for training initiatives. It is important that training providers and assessors respect and conform to the practice of community control which underpins this field within the CUS09 Music Training Package. Accreditation Aboriginal and Torres Strait Islander people have said for a long time that their involvement in training has not been formally recognised and that many of the skills they use in managing their organisations and delivering services to their communities have not been valued. The first issue may have arisen because much of the training that has been delivered to communities has been customised to particular situations, has not been assessed on an individual basis if at all, and has been delivered by unregistered personnel. Secondly, until this time, recognition of current competencies (RCC) has been under-utilised. Individuals may demonstrate competence in complete units of competency through formal training, informal training or the recognition of current competencies and skills, resulting in
qualifications or statements of attainment being awarded. In the community group setting, an important feature of likely relevance for assessment is that participants may vary with respect to previous education and training experience , which may result in diverse literacy and numeracy issues. However, literacy and numeracy skills are not a barrier to sophisticated thought, and care must be taken not to use assessment strategies that rely on a person having numeracy and literacy skills that are not intrinsically required by the unit of competency being assessed. A flexible approach to assessment will be required by RTOs in order to meet the requirements of Aboriginal and Torres Strait Islander organisations and individuals under this domain within the CUS09 Music Training Package. Assessment in Aboriginal and Torres Strait Islander communities The guiding principles that underpin assessment include: assessment should be transparent, i.e. clearly seen and understood by the candidate and others assessment should empower the candidate on the basis of consent, self-assessment and responsibility for the process members or prospective members of community management committees should have opportunities to demonstrate their competencies and skills activities undertaken by the candidate in a community management role may be used as the context for assessment where possible (known as on-the-job assessment or workplace assessment); there may also be opportunities to include evidence from other relevant situations assessment should involve designated community experts working in collaboration with RTO assessors in order to provide appropriate recognition of cultural and community skills and knowledge assessments must provide constructive feedback to candidates and support for further competency development assessments must provide a statement of attainment or qualification, listing the units of competency achieved records of candidate achievement maintained by the RTO must include the statement of attainment, listing the units of competency or qualifications achieved as required by the AQTF 2007 a record of demonstrated competencies will assist in role clarification and performance appraisals in the workplace. Given the importance of the assessment to the candidate and community management committees, the assessor must make every effort to ensure that assessment is conducted with the highest level of professionalism and integrity. Units of competency with cultural content, including the following of local protocols, will require the assessor to have knowledge of these cultural matters. As these matters are often governed by local rules regarding access to such knowledge, only those people with the knowledge can genuinely assess these aspects of the competency or provide guidance on their assessment. Discussion must take place with the community and agreement must be reached on how these matters are assessed. For non-Aboriginal and Torres Strait Islander RTOs, this will usually mean the use of auspice arrangements with appropriate people or knowledge experts, identified by the community. It should be noted that for Aboriginal and Torres Strait Islander people being assessed in aspects of competency, they will almost invariably have been attained through life experience. This must also be taken into account in the assessment procedures relating to cultural
matters. Assessors may exercise limited discretion in response to organisational or individual requirements, but any changes must not alter the meaning of the unit of competency or the elements of competency. Candidates must be informed of the right to access grievance procedures.
Designing Assessment Tools

This section provides an overview on the use and development of assessment tools.
Use of Assessment Tools

Assessment tools provide a means of collecting the evidence that assessors use in making judgments about whether candidates have achieved competency. There is no set format or process for the design, production or development of assessment tools. Assessors may use prepared assessment tools, such as those specifically developed to support this Training Package, or they may develop their own.
Using Prepared Assessment Tools

If using prepared assessment tools, assessors should ensure these are benchmarked, or mapped, against the current version of the relevant unit of competency. This can be done by checking that the materials are listed on the National Training Information Service < www.ntis.gov.au>. Materials on the list have been noted by the National Quality Council as meeting their quality criteria for Training Package support materials.
Developing Assessment Tools

When developing assessment tools, assessors must ensure that they: are benchmarked against the relevant unit or units of competency are reviewed as part of the continuous improvement of assessment strategies as required under Standard 1 of the AQTF 2007 meet the assessment requirements expressed in Standard 1 of the AQTF 2007. A key reference for assessors developing assessment tools is TAA04 Training and Assessment Training Package and the unit of competency TAAASS403A Develop assessment tools. There is no set format or process for the design, production or development of assessment materials.
Conducting Assessment
This section details the mandatory assessment requirements and provides information on equity in assessment including reasonable adjustment. Assessment Requirements Assessments must meet the criteria set out in the AQTF 2007 Essential Standards for Registration. For information, the mandatory assessment requirements from Standard 1 from the AQTF 2007 Essential Standards for Registration are as follows: 1.5 a) Assessment, including Recognition of Prior Learning: meets the requirements of the relevant Training Package or accredited course,
b) c)
is conducted in accordance with the principles of assessment and the rules of evidence, and meets workplace and, where relevant, regulatory requirements.
Assessment of Employability Skills Employability Skills are integral to workplace competency. As such they must be considered in the design, customisation, delivery and assessment of vocational education and training programs in an integrated and holistic way, as represented diagrammatically below.
Employability Skills are embedded and explicit within each unit of competency. Training providers must use Employability Skills information in order to design valid and reliable training and assessment strategies. This analysis could include: reviewing units of competency to locate relevant Employability Skills and determine how they are applied within the unit analysing the Employability Skills Summary for the qualification in which the unit or units are packaged to help clarify relevant industry and workplace contexts and the application of Employability Skills at that qualification outcome designing training and assessment to address Employability Skills requirements. For more information on Employability Skills in Innovation and Business Industry Skills Council Training Packages go to the Innovation and Business Industry Skills Council website at http://www.ibsa.org.au.
Access and Equity

An individual"s access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements
specified in this Training Package: training and assessment must be bias-free. Under the rules for their development, Training Packages must reflect and cater for the increasing diversity of Australia"s VET clients and Australia"s current and future workforce. The flexibilities offered by Training Packages should enhance opportunities and potential outcomes for all people so that we can all benefit from a wider national skills base and a shared contribution to Australia"s economic development and social and cultural life. Reasonable adjustments It is important that education providers take meaningful, transparent and reasonable steps to consult, consider and implement reasonable adjustments for students with disability. Under the Disability Standards for Education 2005, education providers must make reasonable adjustments for people with disability to the maximum extent that those adjustments do not cause that provider unjustifiable hardship. While "reasonable adjustment" and "unjustifiable hardship" are different concepts and involve different considerations, they both seek to strike a balance between the interests of education providers and the interests of students with and without disability. An adjustment is any measure or action that a student requires because of their disability, and which has the effect of assisting the student to access and participate in education and training on the same basis as students without a disability. An adjustment is reasonable if it achieves this purpose while taking into account factors such as the nature of the student"s disability, the views of the student, the potential effect of the adjustment on the student and others who might be affected, and the costs and benefits of making the adjustment. An education provider is also entitled to maintain the academic integrity of a course or program and to consider the requirements or components that are inherent or essential to its nature when assessing whether an adjustment is reasonable. There may be more than one adjustment that is reasonable in a given set of circumstances; education providers are required to make adjustments that are reasonable and that do not cause them unjustifiable hardship. See Part 4, Chapter 2 of the Training Package Development Handbook (DEST, September 2007) for more information on reasonable adjustment, including examples of adjustments.
Training and assessment for people with specific needs

Disability Standards for Education were formed under the Disability Discrimination Act 1992 and were introduced in August 2005. They clarify the obligations of education and training providers to ensure that students who have a disability are able to access and participate in education without experiencing discrimination. The Department of Education, Employment and Workplace Relations (DEEWR) provides further information in the Disability Standards for Education 2005 Guidance Notes , accessible via the DEEWR website (www.deewr.gov.au/Schooling/DisabilityStandardsforEducation/Documents/ Disability_Standards_Education_Guidance_Notes_pdf.pdf). Good vocational training and assessment are often about making adjustments to what we do to meet the learning support needs of individuals. The information provided in this section is aimed at assisting teachers/trainers to meet the reasonable adjustment needs of people who have a disability. According to the Australian Bureau of Statistics (ABS), 2003, Survey of Disability, Ageing and Carers(SDAC) in the section on education and employment: 'In 2003, one in four people (24%) aged 15-64 years with a profound or severe core-activity
limitation, who were living in households, had completed Year 12. This compares to half (49%) of those without a disability. People with a profound or severe core-activity limitation were less likely to have completed a diploma or higher qualification (14%) than those without a disability (28%).' Employment-related findings, for people aged 15-64 years living in households, from the ABS 2003 SDAC include: those with a profound level of core-activity limitation had a much lower labour force participation rate (15%) than people without a disability (81%) people with a disability who were employed were more likely to work part-time (37%) than those who were employed and did not have a disability (29%) people employed in agriculture, forestry and fishing (16%) had a relatively high disability rate compared to the overall rate for those employed (11%).' Clearly there is much work still to be done to ensure that people who have a disability are able to participate in employment and vocational education and training as fully as possible. What is a disability? A disability presents some impairment to everyday activity. Some people with a disability do not have any impairments resulting from their disability. For example, a person who has a hearing impairment which is compensated for by a hearing aid may function without any adjustments. While some people with a disability may have an impairment because of the environment, not the disability itself. For example, hearing loss can be accentuated in a room with loud, competing noise and poor acoustics. A disability may affect or relate to a range of human functions, including mobility, stamina, lifting ability, memory, vision, hearing, speech, comprehension and mood swings. This may be due to accidents, illnesses or birth. According to the ABS 2003 SDAC : 'One in five people in Australia (3,958,300 or 20.0%) had a reported disability. This rate was much the same for males (19.8%) and females (20.1%). Disability was defined as any limitation, restriction or impairment, which has lasted, or is likely to last, for at least six months and restricts everyday activities. Examples range from hearing loss which requires the use of a hearing aid, to difficulty dressing due to arthritis, to advanced dementia requiring constant help and supervision.' The ABS 2003 SDAC information also tells us that: '15.2% (600,300) of people with a disability reported that the cause of their main health condition was accident or injury, 14% (557 300) that it was disease, illness or heredity, and 11% (423,500) that it was "working conditions, work or over-work".' Health conditions can also be acquired through sporting accidents, repetitive or over-use (through regular or sporting activities), or the daily activities of life. There are many resources available that provide information on how to adjust training and assessment for someone who has a disability; some of these are listed in the contacts section below. Adjustments in training and assessment An open mind, common sense and tailoring to individual circumstances will, as often as not, ensure individuals achieve the standards that employers and training providers expect. Reasonable adjustments need only be that - reasonable. It is about identifying what adjustments might reasonably be made and how they may be put into place. Training and assessment can be made more appropriate and fairer for a person who has a
disability through attitude, preparation and application. Attitude The attitude of others is often the greatest barrier for people who have a disability. While most people who have a disability will only ever require minor adjustments to ensure learning is positive, some will require additional support. There are many support agencies that can provide advice, however teachers/trainers may need to take additional time to ensure their teaching/training meets the learning support needs of the individual concerned. Positive language creates an atmosphere of mutual respect, which is essential to learning. For example, using language that identifies learners as people rather than language that identifies them by one of their characteristics conveys that the person is more important than the characteristic, such as the difference between a 'person who has an intellectual disability' and an 'intellectually disabled person'. A person who has an intellectual disability could also be identified by a range of equally important characteristics - height, age, sporting interests, etc. However, the term 'intellectually disabled person' refers to the disability as the major, and often only, defining characteristic. Preparation It is important to identify any functional issues arising from the nature and extent of a person's disability. This can usually be done by discussing such issues with the individual. In most cases, this consultation will identify reasonable adjustment needs which can be put into place. There are many simple things that teachers/trainers can do to make reasonable adjustments to enable individuals who have a disability to succeed in training and assessment. In some cases, professional support may be required. Application Once reasonable adjustments have been implemented it is important to monitor and evaluate what has been done to ensure the best environment for continuous learning because: adjustments may only need to be temporary - i.e. mechanisms may only need to be in place during an induction period or due to a temporary disability, in which case evaluation will ensure appropriateness without the need for ongoing monitoring adjustments may need reinforcing - when adjustments need to be ongoing, monitoring may reinforce patterns of behaviour in order for them to become 'natural' adjustments may need improving - where adjustments are ongoing or substantial, a commitment to continuous improvement is recommended through monitoring. In most cases an informal discussion with the person concerned may be all that is necessary. However, should adjustments be substantial, or a learner not be acquiring competence at a reasonable rate, a more formal process may be required. This may include: performance indicators - training providers, learners and employers should have agreed indicators of performance which can be measured and monitored independent support - a third party, independent of the training and/or assessment environment, may need to be involved experimentation - if existing adjustments are not proving satisfactory, creative solutions may be needed continuing review - formal monitoring is encouraged if adjustments are changed or if substantial adjustments are necessary. For further information on training and assessment for people with specific needs, the DEEWR website has information about the National Disability Coordination Officer Programme, which 'provides information, co-ordination and referral services for people with a disability interested in or enrolled in post-school education and training' (www.deewr.gov.au).
Reasonable adjustment Below are some of the practical things that can be done as part of providing reasonable adjustment to learners with specific support needs to enable them to undertake training and assessment. Clearly, each case will be different and will need to be discussed with the person and in some cases expert help will be needed, at least in the initial stages. Type of disability Acquired brain injury Reasonable adjustment Memory aids (posters, notes, etc.) Reflective listening skills Stress minimisation Time and patience Audio loops for people using hearing aids Plain English documents Fire and alarm systems with flashing lights Sign language interpreters Telephone typewriters
Hearing impairment
Intellectual disability
Additional time Assessment which is appropriate to the skill (i.e. avoiding written assessment for practical tasks) Mentors Plain English documents Practical learning sessions Repetition of learning exercises Access to aids, such as for holding documents Adjustable tables Lifting limits Note-taking support Verbal rather than written presentations Personal computers Wheelchair access Identification and avoidance of stresses Ongoing rather than formal assessments Reflective listening skills 'Time-out' breaks in assessment Information summaries Stress minimisation Time and patience Written rather than verbal opportunities Additional writing time for assignments and tests Audiotapes Braille translations Enlarged computer screen images Enlarged text and images Good lighting or reading lamps Guide dog provision Informing the person before moving furniture
Mobility impairment
Psychiatric disability
Speech impairment
Vision impairment
Voice synthesisers on computers
Further Sources of Information

The section provides a listing of useful contacts and resources to assist assessors in planning, designing, conducting and reviewing of assessments against this Training Package. Contacts
Contacts
This section provides a list of useful contacts and resources to assist trainers and assessors in planning, designing, conducting and reviewing their programs for this Training Package. Innovation and Business Skills Australia Building B, Level 2 192 Burwood Road Hawthorn VIC 3122 Tel: 03 9815 7000 Fax: 03 9815 7001 Web: www.ibsa.org.au Email: reception@ibsa.org.au Technical and Vocational Education and Training (TVET) Australia Limited Level 21, 390 St Kilda Road, Melbourne VIC 3150 PO Box 12211, A'Beckett Street Post Office Melbourne VICTORIA 8006 Tel: 03 9832 8100 Fax: 03 9832 8198 Email: sales@tvetaustralia.com.au Web: www.tvetaustralia.com.au For information on the TAA04 Training and Assessment Training Package contact: Innovation and Business Skills Australia Level 2, Building B, 192 Burwood Road Hawthorn VIC 3122 Tel: 03 9815 7000 Fax: 03 9815 7001 Web: www.ibsa.org.au Email: virtual@ibsa.org.au
General resources
Refer to http://antapubs.dest.gov.au/publications/search.asp to locate the following publications. AQF Implementation Handbook, third edition. Australian Qualifications Framework Advisory Board, 2002, www.aqf.edu.au. Australian Quality Training Framework 2007 (AQTF 2007) - for information and resources go to <www.training.com.au/aqtf2007>. AQTF 2007 Essential Standards for Registration . Training organisations must meet these standards in order to deliver and assess nationally recognised training and issue nationally recognised qualifications. They include three standards, a requirement for registered training organisations to gather information on their performance against three quality indicators, and
nine conditions of registration. AQTF 2007 User's Guide to the Essential Standards for Registration . A Users' Guide for training organisations who must meet these standards in order to deliver and assess nationally recognised training and issue nationally recognised qualifications. AQTF 2007 Standards for Accredited Courses . State and territory accrediting bodies are responsible for accrediting courses. This standard provides a national operating framework and template for the accreditation of courses. TAA04 Training and Assessment Training Package . This is available from Innovation and Business Skills Australia (IBSA), the Innovation and Business Industry Skills Council, and can be viewed and components downloaded, from the National Training Information Service (NTIS). National Training Information Service, an electronic database providing comprehensive information about RTOs, Training Packages and accredited courses (www.ntis.gov.au). Training Package Development Handbook (DEST, August 2007). Can be downloaded from www.deeewr.gov.au.
Assessment resources
Training Package Assessment Guides - a range of resources to assist RTOs in developing Training Package assessment materials (originally developed by ANTA with funding from the Department of Education, Training and Youth Affairs) and made up of 10 separate titles, as described at the publications page of www.deewr.gov.au. Go to www.resourcegenerator.gov.au . Printed and/or CD versions of the Guides can be purchased from Technical and Vocational Education and Training (TVET) Australia Limited. The resource includes the following guides: Training Package Assessment Materials Kit Assessing Competencies in Higher Qualifications Recognition Resource Kit to Support Assessor Training Candidates Kit: Guide to Assessment in New Apprenticeships Assessment Approaches for Small Workplaces Assessment Using Partnership Arrangements Strategies for ensuring Consistency in Assessment Networking for Assessors Quality Assurance Guide for Assessment.
An additional guide 'Delivery and Assessment Strategies' has been developed to complement these resources.
Assessment tool design and conducting assessment

VETASSESS and Western Australian Department of Training and Employment 2000, Designing Tests - Guidelines for designing knowledge based tests for Training Packages. Vocational Education and Assessment Centre 1997, Designing Workplace Assessment Tools, A self-directed learning program, NSW TAFE. Manufacturing Learning Australia 2000, Assessment Solutions, Australian Training Products, Melbourne. Rumsey, David 1994, Assessment practical guide, Australian Government Publishing Service, Canberra.
Assessor training
Australian Committee on Training Curriculum (ACTRAC) 1994, Assessor training program learning materials , Australian Training Products, Melbourne. Australian National Training Authority, A Guide for Professional Development , ANTA, Brisbane. Australian Training Products Ltd Assessment and Workplace Training, Training Package Toolbox, ATPL Melbourne (available from TVET). Green, M, et al. 1997, Key competencies professional development package , Department for Education and Children's Services, South Australia. Victorian TAFE Association 2000, The professional development CD: A learning tool , VTA, Melbourne.
Assessment system design and management

Office of Training and Further Education 1998, Demonstrating best practice in VET project assessment systems and processes, OTFE Victoria (now 'Skills Victoria'). Toop, L., Gibb, J. & Worsnop, P. Assessment system designs , Australian Government Publishing Service, Canberra.
Support for employment, training and assessment of people with specific needs
Association of Competitive Employment (ACE) National Network ACE represents agencies who deliver open employment services for people who have a disability. PO Box 5198 Alphington VIC 3078 Tel: 03 9411 4033 Fax: 03 9411 4053 Email: info@acenational.org.au Website: www.acenational.org.au Australian Disability Clearinghouse on Education and Training (ADCET) ADCET provides information about inclusive post-secondary education and training teaching, learning and assessment strategies and support services for people who have a disability. ADCET Locked Bag 1335 Launceston TAS 7250 Tel: 03 6324 3787 Fax: 03 6324 3788 Website: www.adcet.edu.au Australian Association of the Deaf PO Box 1083
Stafford QLD 4053 Tel: 07 3357 8266 Fax: 07 3357 8377 TTY: 07 3357 8277 Email: aad@aad.org.au Website: www.aad.org.au Australian Federation of Deaf Societies PO Box 1060 Parramatta NSW 2124 Tel: 02 8833 3615 Fax: 02 9893 8333 TTY: 02 9893 8858 Australian Federation of Disability Organisations 247 Flinders lane Melbourne VIC 3000 Tel: 03 9662 3324 Fax: 03 9662 3325 Email: office@afdo.org.au Website: www.afdo.org.au Blind Citizens Australia PO Box 24 Sunshine VIC 3020 Tel: 03 9372 6400 Fax: 03 9372 6466 TTY: 03 9372 9275 Freecall: 1800 033 660 Email: bca@bca.org.au Website: www.bca.org.au Brain Injury Australia PO Box 82 Mawson ACT 2607 Tel: 02 6290 2253 Fax: 02 6290 2252 Email: bianational@apex.net.au Carers Australia PO Box 73 Deakin West ACT 2600
Tel: 02 6122 9900 Fax: 02 6122 9999 Email: caa@carersaustralia.com.au Website: www.carersaustralia.com.au Commonwealth Disability Services Program Contacts www.facs.gov.au or by telephone: ACT: 02 6274 5206 New South Wales: 02 263 3818 Northern Territory: 08 8946 3555 Queensland: 07 3360 2800 South Australia: 08 8236 6111 Tasmania: 03 6221 1411 Victoria: 03 9285 8523 Western Australia: 08 9346 5311 Deafness Forum of Australia The forum coordinates the annual National Hearing Awareness Week, held in the last complete week of August. 218 Northbourne Avenue Braddon ACT 2612 Tel: 02 6262 7808 Fax: 02 6262 7810 TTY: 02 6262 7809 Email: info@deafnessforum.org.au Website: www.deafnessforum.org.au Website: www.hearingawareness.org.au Mental Health Foundation Australia 270 Church St Richmond VIC 3121 Tel: 03 9427 0407 Fax: 03 9427 1294 Email: admin@mhfa.org.au Website: www.mhfa.org.au National Council on Intellectual Disability PO Box 771 Mawson ACT 2607 Tel: 02 6296 4400 Fax: 02 6296 4488
Email: ncid@dice.org.au Website: www.dice.org.au National Ethnic Disability Alliance PO Box 381 Harris Park NSW 2150 Tel: 02 9687 8933 Fax: 02 9635 5355 TTY: 02 9687 6325 Website: www.neda.org.au Physical Disability Council of Australia Ltd PO Box 77 Northgate QLD 4013 Tel: 07 3267 1057 Fax: 07 3267 1733 Email: pdca@pdca.org.au Website: www.pdca.org.au SANE Australia PO Box 226 South Melbourne VIC 3205 Tel: 03 9682 5933 Fax: 03 9682 5944 Freecall: 1800 18 SANE Email: info@sane.org Email: helpline@sane.org Website: www.sane.org SAI Global Standards Australia publications distributor. Tel: 131 242 Fax: 1300 65 49 49 Email: sales@sai-global.com Website: www.saiglobal.com Standards Australia Standards Australia develops standards and codes for building access. Standards Australia Limited Level 10, The Exchange Centre 20 Bridge Street Sydney NSW 2000
Tel: 1800 035 822 Email: mail@standards.org.au Women with Disabilities Australia WWDA PO Box 605 Rosny Park TAS 7018 Tel: 03 6244 8288 Fax: 03 6244 8255 Email: wwda@ozemail.com.au Website: www.wwda.org.au Technical and Vocational Education and Training (TVET) Australia Limited Level 21, 390 St Kilda Road, Melbourne VIC 3150 PO Box 12211, A"Beckett Street Post Office MELBOURNE VICTORIA 8006 Ph: +61 3 9832 8100 Fax: +61 3 9832 8198 Email: sales@tvetaustralia.com.au Web: www.tvetaustralia.com.au For information on the TAA04 Training and Assessment Training Package contact: Innovation & Business Skills Australia Level 2, Building B, 192 Burwood Road HAWTHORN VIC 3122 Telephone: (03) 9815 7000 Facsimile: (03) 9815 7001 Web: www.ibsa.org.au Email: virtual@ibsa.org.au
General Resources
Refer to http://antapubs.dest.gov.au/publications/search.asp to locate the following ANTA publications. AQF Implementation Handbook, third Edition. Australian Qualifications Framework Advisory Board, 2002, aqf.edu.au Australian Quality Training Framework 2007 (AQTF 2007) - for information and resources go to < www.training.com.au/aqtf2007> AQTF 2007 Essential Standards for Registration. Training organisations must meet these standards in order to deliver and assess nationally recognised training and issue nationally recognised qualifications. They include three standards, a requirement for registered training organisations to gather information on their performance against three quality indicators, and nine conditions of registration AQTF 2007 User"s Guide to the Essential Standards for Registration. A Users" Guide for training organisations who must meet these standards in order to deliver and assess nationally recognised training and issue nationally recognised qualifications. AQTF 2007 Standards for Accredited Courses. State and Territory accrediting bodies are responsible for accrediting courses. This standard provides a national operating framework and template for the accreditation of courses. TAA04 Training and Assessment Training Package. This is available from the Innovation and
Innovation & Business Skills Australia (IBSA) Industry Skills Council and can be viewed, and components downloaded, from the National Training Information Service (NTIS). National Training Information Service, an electronic database providing comprehensive information about RTOs, Training Packages and accredited courses - www.ntis.gov.au Training Package Development Handbook (DEST, August 2007). Can be downloaded from www.dest.gov.au
Assessment Resources
Training Package Assessment Guides - a range of resources to assist RTOs in developing Training Package assessment materials (originally developed by ANTA with funding from the Department of Education, Training and Youth Affairs) and made up of 10 separate titles, as described at the publications page of www.dest.gov.au. Go to www.resourcegenerator.gov.au/loadpage.asp?TPAG.htm Printed and/or CD ROM versions of the Guides can be purchased from Technical and Vocational Education and Training (TVET) Australia Limited. The resource includes the following guides: Training Package Assessment Materials Kit Assessing Competencies in Higher Qualifications Recognition Resource Kit to Support Assessor Training Candidates Kit: Guide to Assessment in New Apprenticeships Assessment Approaches for Small Workplaces Assessment Using Partnership Arrangements Strategies for ensuring Consistency in Assessment Networking for Assessors Quality Assurance Guide for Assessment
An additional guide "Delivery and Assessment Strategies" has been developed to complement these resources.
Assessment Tool Design and Conducting Assessment

VETASSESS & Western Australian Department of Training and Employment 2000, Designing Tests - Guidelines for designing knowledge based tests for Training Packages. Vocational Education and Assessment Centre 1997, Designing Workplace Assessment Tools, A self-directed learning program, NSW TAFE. Manufacturing Learning Australia 2000, Assessment Solutions, Australian Training Products, Melbourne. Rumsey, David 1994, Assessment practical guide, Australian Government Publishing Service, Canberra.
Assessor Training
Australian Committee on Training Curriculum (ACTRAC) 1994, Assessor training program learning materials, Australian Training Products, Melbourne. Australian National Training Authority, A Guide for Professional Development, ANTA, Brisbane. Australian Training Products Ltd Assessment and Workplace Training, Training Package Toolbox, ATPL Melbourne (available from TVET).
Green, M, et al. 1997, Key competencies professional development Package, Department for Education and Children"s Services, South Australia. Victorian TAFE Association 2000, The professional development CD: A learning tool, VTA, Melbourne.
Assessment System Design and Management

Office of Training and Further Education 1998, Demonstrating best practice in VET project assessment systems and processes, OTFE (now OTTE) Victoria. Toop, L., Gibb, J. & Worsnop, P. Assessment system designs, Australian Government Publishing Service, Canberra.
CUS09 Music (Version 1.1) Competency Standards
Competency Standards
What is competency?
The broad concept of industry competency concerns the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified skills, knowledge and attitudes relevant to effective participation in an industry, industry sector or enterprise. Competency covers all aspects of workplace performance and involves performing individual tasks; managing a range of different tasks; responding to contingencies or breakdowns; and, dealing with the responsibilities of the workplace, including working with others. Workplace competency requires the ability to apply relevant skills, knowledge and attitudes consistently over time and in the required workplace situations and environments. In line with this concept of competency Training Packages focus on what is expected of a competent individual in the workplace as an outcome of learning, rather than focussing on the learning process itself. Competency standards in Training Packages are determined by industry to meet identified industry skill needs. Competency standards are made up of a number of units of competency each of which describes a key function or role in a particular job function or occupation. Each unit of competency within a Training Package is linked to one or more AQF qualifications.
Contextualisation of Units of Competency by RTOs

Registered Training Organisation (RTOs) may contextualise units of competency to reflect local outcomes required. Contextualisation could involve additions or amendments to the unit of competency to suit particular delivery methods, learner profiles, specific enterprise equipment requirements, or to otherwise meet local needs. However, the integrity of the overall intended outcome of the unit of competency must be maintained. Any contextualisation of units of competency in this endorsed Training Package must be within the bounds of the following advice. In contextualising units of competency, RTOs: must not remove or add to the number and content of elements and performance criteria may add specific industry terminology to performance criteria where this does not distort or narrow the competency outcomes may make amendments and additions to the range statement as long as such changes do not diminish the breadth of application of the competency and reduce its portability, and/or may add detail to the evidence guide in areas such as the critical aspects of evidence or resources and infrastructure required where these expand the breadth of the competency but do not limit its use.
Components of Units of Competency

The components of units of competency are summarised below, in the order in which they appear in each unit of competency. Unit Title The unit title is a succinct statement of the outcome of the unit of competency. Each unit of competency title is unique, both within and across Training Packages. Unit Descriptor The unit descriptor broadly communicates the content of the unit of competency and the skill area it addresses. Where units of competency have been contextualised from units of
competency from other endorsed Training Packages, summary information is provided. There may also be a brief second paragraph that describes its relationship with other units of competency, and any licensing requirements. Employability Skills statement A standard Employability Skills statement appears in each unit of competency. This statement directs trainers and assessors to consider the information contained in the Employability Skills Summary in which the unit of competency is packaged. Prerequisite Units (optional) If there are any units of competency that must be completed before the unit, these will be listed. Application of the Unit This sub-section fleshes out the unit of competency's scope, purpose and operation in different contexts, for example, by showing how it applies in the workplace. Competency Field (Optional) The competency field either reflects the way the units of competency are categorised in the Training Package or denotes the industry sector, specialisation or function. It is an optional component of the unit of competency. Sector (optional) The industry sector is a further categorisation of the competency field and identifies the next classification, for example an elective or supervision field. Elements of Competency The elements of competency are the basic building blocks of the unit of competency. They describe in terms of outcomes the significant functions and tasks that make up the competency. Performance Criteria The performance criteria specify the required performance in relevant tasks, roles, skills and in the applied knowledge that enables competent performance. They are usually written in passive voice. Critical terms or phrases may be written in bold italics and then defined in range statement, in the order of their appearance in the performance criteria. Required Skills and Knowledge The essential skills and knowledge are either identified separately or combined. Knowledge identifies what a person needs to know to perform the work in an informed and effective manner. Skills describe the application of knowledge to situations where understanding is converted into a workplace outcome. Range Statement The range statement provides a context for the unit of competency, describing 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. As applicable, the meanings of key terms used in the performance criteria will also be explained in the range statement. Evidence Guide The evidence guide is critical in assessment as it provides information to the Registered Training Organisation (RTO) and assessor about how the described competency may be demonstrated. The evidence guide does this by providing a range of evidence for the
assessor to make determinations, and by providing the assessment context. The evidence guide describes: conditions under which competency must be assessed including variables such as the assessment environment or necessary equipment relationships with the assessment of any other units of competency suitable methodologies for conducting assessment including the potential for workplace simulation resource implications, for example access to particular equipment, infrastructure or situations how consistency in performance can be assessed over time, various contexts and with a range of evidence, and expectations at the AQF qualification level involved Employability Skills in units of competency The detail and application of Employability Skills facets will vary according to the job-role requirements of each industry. In developing Training Packages, industry stakeholders are consulted to identify appropriate facets of Employability Skills which are incorporated into the relevant units of competency and qualifications. Employability Skills are not a discrete requirement contained in units of competency (as was the case with Key Competencies). Employability Skills are specifically expressed in the context of the work outcomes described in units of competency and will appear in elements, performance criteria, range statements and evidence guides. As a result, users of Training Packages are required to review the entire unit of competency in order to accurately determine Employability Skills requirements. How Employability Skills relate to the Key Competencies The eight nationally agreed Employability Skills now replace the seven Key Competencies in Training Packages. Trainers and assessors who have used Training Packages prior to the introduction of Employability Skills may find the following comparison useful. Employability Skills Communication Teamwork Problem solving Initiative and enterprise Planning and organising Collecting, analysing and organising information Planning and organising activities Mayer Key Competencies Communicating ideas and information Working with others and in teams Solving problems Using mathematical ideas and techniques
Self-management Learning Technology Using technology
When analysing the above table it is important to consider the relationship and natural overlap of Employability Skills. For example, using technology may involve communication skills and combine the understanding of mathematical concepts. Explicitly embedding Employability Skills in units of competency
This Training Package seeks to ensure that industry-endorsed Employability Skills are explicitly embedded in units of competency. The application of each skill and the level of detail included in each part of the unit will vary according to industry requirements and the nature of the unit of competency. Employability Skills must be both explicit and embedded within units of competency. This means that Employability Skills will be: embedded in units of competency as part of the other performance requirements that make up the competency as a whole explicitly described within units of competency to enable Training Packages users to identify accurately the performance requirements of each unit with regards to Employability Skills. This Training Package also seeks to ensure that Employability Skills are well-defined and written into units of competency so that they are apparent, clear and can be delivered and assessed as an essential component of unit work outcomes. The following table contains examples of embedded Employability Skills for each component of a unit of competency. Please note that in the examples below the bracketed skills are provided only for clarification and will not be present in units of competency within this Training Package. Example Employability Skills unit Unit component Unit Title Example of embedded Employability Skill Rehearse music for group performance (Learning) This unit describes the performance outcomes, skills and knowledge required to rehearse for a group performance. (Learning, teamwork) Participate in rehearsals (Learning, teamwork) Discuss and resolve technical or other problems in a positive and appropriate manner (Communication, problem solving, teamwork) Listening skills may include: tuning instrument aural imagination to explore interpretation options pattern and sequence recognition and memory in selected area of specialisation reproducing sequences from memory recognising music systems and practices in selected area of specialisation chords and keys in tonal or other musical systems in selected area of
Unit Descriptor
Element Performance Criteria
Range Statement
specialisation listening to own and others' performance in an ensemble to guide and adjust own work effective musical interaction with other members of the ensemble. (Technology, communication, initiative and enterprise, teamwork, problem solving) Required Skills and Knowledge interpret music appropriately for rehearsals and performances (Communication) collaborate effectively with other artists during rehearsals according to agreed schedule (Teamwork) tune instrument to achieve intonation (Problem solving, technology) experiment with a variety of musical interpretations (Initiative and enterprise) plan practice time prior to rehearsals (Planning and organising) arrive punctually at rehearsals (Self-management) improve music performance skills and expression through rehearsal and performance (Learning) Evidence of the ability to: perform proficiently on chosen instrument in at least three rehearsals (Technology) listen effectively for and adjust intonation and nuance in performance (Communication, initiative and enterprise) apply interpretation and expression skills (Initiative and enterprise) communicate effectively with other performers to achieve the required standard of performance (Communication, teamwork)
Evidence Guide
Competency Standards - Industry Contextualisation

As indicated elsewhere in this volume of the Training Package, RTOs may contextualise units of competency imported from other Training Packages to reflect outcomes relevant to the music industry. Many units from the BSB07 Business Services Training Package have been imported into the music business qualifications to support those units which address specific aspects of doing business in the music industry, such as managing artists, distributing royalty income and managing the distribution of music. Using 'BSBPUR402B Negotiate contracts' as an example, RTOs could add music-industry
specific examples of what contracts with artists might cover, e.g. all rights under one deal, passive rights deal, and so on. The list of 'relevant personnel' could be extended to include people such as artist managers, artists, publicists and promoters. If 'BSBEBU501A Investigate and design ebusiness solutions' were imported, examples of 'ebusiness models' in the context of the music industry could be added . Similarly, the term 'business to consumer' could be expanded to embrace music industry terminology and concepts.
CUS09 Music (Version 1.1) Appendices
Appendices Appendices
Appendix A: VET in Schools
What is VET in Schools? VET in Schools provides for nationally recognised vocational education and training (VET) based on industry standards undertaken as part of a senior secondary certificate. Successful completion of a VET in Schools program enables a student to gain a nationally-recognised AQF qualification, usually at the same time as the school-based qualification. How are VET in Schools programs structured? VET in Schools programs are packaged and delivered in a variety of ways across Australia. There are three main types of delivery arrangements for VET in Schools programs: schools can be a registered training organisation (RTO) in their own right school sectoral bodies (such as Boards of Studies or regional offices) can hold RTO status on behalf of a group of schools schools can work together in a partnership with an RTO. States and territories across Australia package VET in Schools programs differently, according to their senior secondary certificate requirements. Generally schools may offer VET in Schools programs as: stand-alone embedded combination of stand-alone and embedded school-based Australian Apprenticeship.
Stand-alone refers to the delivery of a VET course or qualification outside of a school subject framework. Embedding refers to an arrangement whereby VET units of competency are delivered within a general education course, producing both vocational and general education outcomes. This aims to minimise the assessment workload of students by avoiding unnecessary duplication. In some states and territories, embedding is necessary to provide recognition of VET within the senior secondary certificate. In others, stand-alone VET components contribute towards the senior secondary certificate. Given the considerable variation in the manner in which qualifications and units of competency are used across Australia, the relevant authority in each state and territory will provide advice and guidance as to the specific VET in Schools programs that can be undertaken. Appropriate qualifications for VET in Schools IBSA acknowledges links between schools, businesses and the community, and strongly supports young people combining schooling with VET and workplace learning. It is essential that all VET qualifications gained through a VET in Schools program are consistent with the outcomes detailed in the Training Package. The AQTF 2007 Standards for Registered Training Organisations set out minimum
competency standards for staff responsible for the delivery of training and the conducting of assessments; and they ensure that VET specialists have skills and competencies consistent with Training Package requirements. All schools using their own teachers for VET delivery must also be aware of the AQTF 2007 requirement for assessors to hold relevant vocational competencies, at least equal to that being delivered and assessed, in addition to teaching and assessment competence. Schools that are RTOs generally deliver Certificate I and II qualifications. Some schools, in most states and territories, may also offer part or all of Certificate III and IV qualifications. However, the delivery of these higher qualifications often requires a partnership arrangement and presents some significant challenges as detailed below. Schools are encouraged to establish partnerships with industry and effective work placement arrangements to maximise the quality of outcomes for students and industry alike. Recognition of competence gained through voluntary, part-time or vacation work not directly related to the industry focus of the qualification should also be considered. Certificates I and II Certificate I and Certificate II qualifications are the most suitable for use in VET in Schools programs. These qualifications are often preparatory in nature or include skills that can be readily trained and assessed in a school setting. For example, many of the units in Certificate I and II Information Technology or Business qualifications describe skills that are considered foundation skills for any employment situation. However, even at this level, schools must ensure adequate attention is paid to the effective assessment of competencies dealing with work environment or employability skills. Certificate III The AQF descriptor for Certificate III qualifications includes performance expectations such as skills transference to new environments and the prospect of potential responsibility for others. A Certificate III qualification is premised on the understanding that it provides a vocational outcome in its own right and stretches beyond 'preparation for work'. It may even reflect a trade outcome. Some Certificate III qualifications, or the units of competency packaged to make up the qualification, also require or assume prerequisite or required knowledge and skills For these reasons, effective learning and assessment in a completely institutional environment are extremely difficult to achieve. While some 'technical' skills may be effectively learnt and assessed in an appropriately structured, simulated environment, work environment-related competencies pose significant challenges. In these cases, statements of attainment for individual units are usually more appropriate than the award of full qualifications. Certificate IV At this AQF level, individuals need to demonstrate competence characterised by a degree of unpredictability, varying contexts, critical appraisal and management of diverse and perhaps questionable information and the assumption of responsibility for the quality and quantity of one's own work and often the work of others. Some Training Packages consider their CertificateIV graduates to be 'associate professionals and supervisors'. It is highly unlikely that a full Certificate IV qualification could be achieved in a school environment, other than through a schools-based New Apprenticeship. Work placement Work placement usually involves students spending an extended period of time in a workplace gaining experience and skills, and undergoing an assessment process related to
the attainment of a qualification in a specific occupational field. An essential feature of school-industry programs is that they involve students spending some time learning in a workplace. In recent years an increasing number of effective structured workplace learning programs have made significant progress towards greater workplace integrity for those industry training programs that are delivered predominantly off-the-job. The implementation of Training Packages means that structured workplace learning must be a consideration for all RTOs, not only schools, in the delivery of training programs. Principles for quality workplace learning The Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) endorsed the Principles for Quality Workplace Learning for school students engaged in VET programs throughout Australia. All states and territories apply the principles to their work placement programs, although the nature and extent of work placement programs vary across states and territories. The broad MCEETYA principles are documented below. Quality workplace learning is integrated into a program It operates within a framework which provides the opportunity for all students to access it, though not all students may choose to do so; and It operates within the context of vocational courses, which are recognised by industry, are responsive to industry needs and forms part of a student's exit credential. Quality workplace learning is structured It has a clearly articulated and documented purpose; There are clearly identified and documented learning outcomes for students within accredited programs, which are linked to post-school qualifications; They are of sufficient duration and depth to enable students to acquire a reasonable understanding of the enterprise/industry to demonstrate competence according to industry standards of at least level 1 of the AQF; There is a matching between the students' skills and interests and the work placements; and Students, teachers and employers are thoroughly prepared beforehand so that the expectations and outcomes of the work placement are clearly understood by all parties. Quality workplace learning is monitored The learning is coordinated by personnel with appropriate expertise and adequate resources; and Support should be made available to students and employers throughout the course of the work placement. Quality workplace learning is regulated There are clearly stated procedures designed to ensure that: Students are protected from moral and physical danger; Students work in a non-discriminatory and harassment-free environment; Students receive appropriate training and instruction in occupational health and safety; Students are not exploited by being continuously engaged in a production or service capacity or used to substitute for the employment of employees and payment of appropriate wages; and Students are required to understand the roles and responsibilities of employees in the workplace and are expected to follow the directions of the workplace supervisors and other employees.
Quality workplace learning is assessed The assessment, according to industry standards, is of students' competencies achieved in the workplace which contributes to the overall assessment of the program; and There are mechanisms for the recording and reporting of students' competencies. There is a strong correlation between these MCEETYA quality principles and the OECD characteristics of high quality learning programs detailed below. The major 14-country study entitled From Initial Education to Working Life: Making Transitions Work by the OECD identified 10 characteristics of high quality workplace learning programs. These are: 1. Work placements that are long enough for real learning to take place. 2. Systematic analysis of the training capacity of the workplace, to see what it can realistically supply. 3. A formal training plan, setting out what has to be taught and learned, and clarifying the work-based and school-based parts of a student's program. 4. Employer involvement in student selection for work placements. 5. The presence of a trained program coordinator, able to liaise between the school and the firm and troubleshoot when problems occur. 6. The use of qualified, highly competent workers as workplace trainers or mentors. 7. Regular face-to-face contact between the coordinators and employers and in-firm supervisors. 8. Monitoring of the students on the job by the program coordinator. 9. The evaluation of student performance against the training plan at the end of the placement, with the evaluation carried out by the job supervisor and coordinator jointly. 10. Deliberate efforts by schools to relate what has been learned at work to students' schoo-based learning. (source: OECD, 2000, From Initial Education to Working Life: Making Transitions Work . Organisation for Economic Cooperation and Development, Paris.) Effective work placement is characterised by: activities that complement off-the-job learning programs clearly articulated and documented purpose development of appropriate attitudes towards work development of competence in designated industry skills and employability skills facility for on-the-job practice of skills acquired in a classroom flexibility learning in a range of behaviours appropriate to the relevant industry opportunities for work-based assessment regular and frequent use of current technology and equipment relevance to the VET qualification being undertaken recognition of student readiness support of industry partners.
Beyond the above, a number of other provisions are necessary for a successful work placement program. The credibility of work placements and any resultant recognition of competence requires a degree of 'seriousness' if the outcomes are to be valued by individuals and industry clients of the VET system. It is suggested that stakeholders involved in the planning and management of work placements carefully consider and implement the following general principles.
1 That the RTO assume responsibility for finding placements and validating the arrangements. 2 That the workplace has the appropriate resources, tools and staff to conduct the placement, with compliance with any legislative requirements. 3 That there be regular validation by the RTO that the student and assessor, where relevant, are operating according to RTO AQTF 2007 standards. 4 That a student on work placement must be covered by injury insurance. 5 That there is a formal contract setting out each party's responsibilities and obligations. 6 That, where possible, the workplace has on site a qualified workplace trainer and assessor in 'direct line' control of the student (to avoid training and assessment by 'proxy'). 7 That if the placement is for assessment only then there must be clearly documented assessment tasks specifically related to the unit being assessed and evidence retained to support achievement of competence (for both best practice recording purposes and audit/appeal). 8 That if the placement also includes training, then any 'academic pass' cannot be bestowed prior to the placement as clearly all of the learning components have not been undertaken nor can they be assessed in advance if they have not been learned. 9 That the training be directly related to achievement of competence while recognising the likely acquisition of other skills and knowledge. 10 That where assessment occurs it be clearly related to a unit of competency relevant to the work placement. 11 That where more than one performance criterion (possibly over more than one unit) is being assessed there must be a clearly linked and documented relationship between the assessment and the performance criterion. 12 That the qualifications level be appropriate in context, i.e. if it is advanced programming there must be an advanced programming task observed and assessed. 13 That the actual variables of the performance criterion be documented for audit purposes and for verification of appropriateness of the range of activities in the work placement. In some state and territory school systems, part-time student work in an appropriate workplace may be used to fulfil work placement requirements and virtual or simulated work placements may also be legitimate.
Appendix B: Glossary of terms

AAC A&R ACC ADR AIFF APRA AMCOS AMPAL APRA ARIA advanced audio coding artist and repertoire Australian Copyright Council additional dialogue recording audio interchange file format Australasian Performing Rights Association Australasian Mechanical Copyright Owners Society Australasian Music Publishers Association Australasian Performing Rights Association Australian Recording Industry Association
ASCAP ATRAC CAL CD DAT DAW DSP DV DVD DVTR EDL EQ FM FX GST IEC IMAX IP ISRC LTO MAC MCPS MD MDM MEAA MIDI MP3 OHS PA PC
American Society of Composers, Authors and Publishers adaptive transform acoustic coding Copyright Agency Limited compact disc digital audiotape digital audio workstation digital signal processing digital video digital versatile disc digital video tape recorder edit decision list equalisation frequency modulation effects goods and services tax International Electrotechnical Commission image maximum intellectual property international standard recording code linear tape-open Macintosh (computer) Mechanical Copyright Protection Society mini disc recorder modular digital multitrack recorder Media Entertainment and Arts Alliance musical instrument digital interface MPEG1, audio layer 3 occupational health and safety public address personal computer
PPCA PRS PZM SACEM SFX SMPTE SMS UPC WAV WMA
Phonographic Performance Company of Australia Limited Performing Rights Society pressure zone microphone Societe des Auteurs, Compositeurs et Editeurs de Musique sound effects Society of Motion Picture and Television Engineers short message service universal product code waveform audio format windows media audio
Appendix C: Creativity, innovation and design in IBSA Training Packages

What do we mean by creativity, innovation and design? The terms 'creativity', 'innovation' and 'design' tend to be used very differently by different people and often without shared understanding around the meaning and application of each term. How these terms are used and applied in relation to workplace skills development or within the VET system adds additional layers of complexity. A key finding of IBSA's research was, that while definitions of creativity, innovation and design were somewhat vague, there were a number of key elements that united the works of a number of educationalists and theorists, and more recently reports from business and governments, on these concepts: Creativity, innovation and design as skills-based concepts, behaviours and knowledge areas are concerned with a multiplicity of skills and environmental factors. The skill/behaviours are complex and work together , iteratively and organically with such things as visual thinking, collaboration, risk-taking, problem-solving, communication, reflection and meta-cognition. In many instances cross or interdisciplinary educational and business approaches are required for these skills to develop and be used. Creativity, innovation and design skills and knowledge involve individuals and their relationship with technologies, materials, work practices and processes, and other people, in collaborative and supportive environments. The value of creativity, innovation and design outputs are context-bound or context-specific. This does not mean that designers and individuals cannot work across contexts; it means that creativity, innovation and design relate in their value and usefulness to a particular set of circumstances, materials, technologies and work practices or systems, within or across a specific time period. Below are a number of definitions and key descriptors to facilitate common understanding of creativity, innovation and design. IBSA has taken the ideas and spirit of these descriptors as a starting point for developing units of competency. Creativity is? Creativity involves the use of the imagination or original ideas in order to create something (source:Compact Oxford English Dictionary)
Key descriptors: Creativity involves toying with ideas/and or materials, originating concepts, experimenting, conceptualising, exploring, crossing boundaries (usually done individually but often enhanced collectively) and then communicating these. On a daily basis, our lives are enhanced and enriched by both our individual creativity and that of others. In an example close to home, we note that the very first Victa prototype, the Peach-tin, made in 1952 by Mervyn Victor Richardson, the founder of the Victa lawnmower company, was developed in his backyard in the Sydney suburb of Concord. It was aptly named the Peach-tin after its petrol tank, which was made from an empty can of peaches. Creativity is also the way an artist or designer experiments with new ways of doing and representing the world, such as the work done by Picasso, or Australia's own Indigenous artists whose unique representation of Country and Dreaming now generate huge interest both nationally and internationally. Creativity is enhanced when the free movement of ideas across and between different fields of knowledge is encouraged, or when individuals have their self-confidence, curiosity, flexibility and willingness to take risks facilitated. It is also likely to flourish where individuals work together in multidisciplinary teams and are taught to observe, perceive and imagine more in their thinking (Hoffert). (Source: Imagine Australia: The Role of Creativity in the Innovation Economy. Hoffert, PMSEIC, 2005) Innovation is? (source: Ithaca Group report on innovation, Rod McDonald, 2005) Coming up with new ideaswhich embrace invention and everything that would emerge from R&D activities. Developing new uses for old ideas , which embraces notions of improvement, further development of existing ideas, and identifying existing resources and, through applying knowledge, elevating these ideas to a new level of utility and value to the customer. The changes can be either incremental (e.g. any improvement made to an existing production process) or radical (e.g. the adaptation of new technology to new ways of doing business). Translating this into competitive advantage or economic growth,which means more than invention or R&D or simply having a good idea: It's the translation of that idea into a useful reality. This encompasses: the commercialisation and internationalisation of new technologies (scientific, technological, organisational, financial and business) all industries, including high technology, traditional manufacturing and service sectors the anticipation and shaping of market needs and all activities that encourage and support any of the above. The diagram below shows how these concepts link to each other.
Key descriptors: the innovation process involves managing change, managing ideas, implementing new ideas, working together in communities and/or corporations, anticipating market needs with new products, being entrepreneurial with new ideas, systems, products and materials. Design is? Design is the deliberate and considered creative process of devising and producing by independent investigation, experimentation and mental activity something that is useful.(Source: Ithaca Group report on innovation, Rod McDonald, 2005) Key descriptors: the design process involves purposeful problem posing and solving with materials, technologies or systems - usually in response to briefs, researching options considering aesthetics, functions and performance, following through with ideas, sequential trialling, evaluating and reflecting, producing something useful. The way design impacts on our lives is seen in innovations and products such as Apple computers with their unique approach to colour, shape and style; Alessi's items of everyday use; and medical interventions or inventions, such as the bionic ear. Design is (most typically) a trained state of mind where individuals constantly examine the world around them to find improvements. In organisations, design thinking - which is really another word for innovation - can be fostered if workers are encouraged to contribute ideas in everything from product design to business processes, in a free-flowing atmosphere. Design solutions can be applied across routine as well as more inventive ways, as shown in Roantree's diagram below. (source: Enhancing Creativity and Innovation through Training. A think piece on the future Training Package development to address creativity and innovation, Barry Roantree, 2005)
Using the creativity, innovation and design units of competency Below is a list of the units which were endorsed as part of the BSB07 Business Services Training Package. Creative thinking BSBCRT101A Apply critical thinking techniques BSBCRT301A Develop and extend critical and creative thinking techniques BSBCRT401A Articulate, present and debate ideas BSBCRT402A Collaborate in a creative process BSBCRT501A Originate and develop concepts BSBCRT601A Research and apply concepts and theories of creativity Innovation BSBINN201A Contribute to workplace innovation BSBINN301A Promote innovation in a team environment BSBINN501A Establish systems that support innovation BSBINN502A Build and sustain an innovative work environment BSBINN601A Manage organisational change BSBINN801A Lead innovative thinking and practice Design BSBDES201A Follow a design process BSBDES202A Evaluate the nature of design in a specific industry context BSBDES301A Explore the use of colour BSBDES302A Explore and apply the creative design process to 2D forms BSBDES303A Explore and apply the creative design process to 3D forms BSBDES304A Source and apply design industry knowledge BSBDES305A Source and apply information on the history and theory of design BSBDES401A Generate design solutions BSBDES402A Interpret and respond to a design brief BSBDES403A Develop and extend design skills and practice BSBDES501A Implement design solutions BSBDES502A Establish, negotiate and refine a design brief BSBDES601A Manage design realisation
BSBDES602A Research global design trends BSBDES701A Research and apply design theory The units are designed for use by different people in different ways and in different contexts. A key objective is that the units provide triggers for a greater focus on developing skills in creativity, innovation and design. How this is done will depend on the needs of different individuals and groups. In fact, effective implementation of the units relies on the creativity, innovation and design skills of those who choose to use them. Individuals, workplaces or training organisations could: develop short courses or programs based on one or more of the units to nurture skills in creativity, innovation and design - either in the workplace or a training institution link the units to other workforce development activities combine the units with other industry or occupation-specific content to form a 'skill set' that meets a specific workplace need select the units as electives in national qualifications use the units to assist in identifying the nature of creativity, innovation and design skills needed by people working in different roles select small portions of the units as the basis for learning and development activities. Users are encouraged to review the whole unit, and pay particular attention to information under 'Application of the unit' to assess relevance to particular individuals and groups.
CUS09 Music (Version 1.1) CUSADM301A Administer operations for rehearsals and performances
CUSADM301A
Unit Descriptor
Administer operations for rehearsals and performances

This unit describes the performance outcomes, skills and knowledge required to provide administrative services for rehearsals and performances. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Employability Skills Application of the Unit
This unit applies to individuals responsible for the administration of rehearsals and performances. These individuals provide administrative support to performers, booking agents and venue staff in the management of schedules and other appointment mechanisms. They are also responsible for keeping all relevant parties informed of accurate booking details.
No sector assigned
Unit Sector
ELEMENT 1. Confirm and record booking details for rehearsals or performances
PERFORMANCE CRITERIA 1.1 1.2 1.3 1.4 1.5
Gather required booking details and confirm with appropriate persons Establish availability of appropriate persons and negotiate alternative arrangements if required Contribute to risk analyses aimed at assessing viability and actuality of rehearsals and performances Record contractual arrangements within designated timeframe Document and store booking details in agreed format Distribute booking details to appropriate persons within designated timeframes via agreed communication processes Respond promptly and accurately to booking queries via agreed communication processes Refer difficulties in responding to booking queries to appropriate persons Amend booking details to reflect changes arising from queries and re-distribute to appropriate persons via agreed communication processes
2. Distribute booking details
2.1 2.2 2.3 2.4
Volume 1 of 1, Unit 1 of 98 Commonwealth of Australia,
REQUIRED SKILLS AND KNOWLEDGE This describes the essential skills and knowledge and their level, required for this unit.
Required skills
literacy skills sufficient to establish, confirm and document booking details numeracy skills sufficient to calculate and negotiate performer fees communication skills sufficient to: constructively negotiate and achieve agreed outcomes in day-to-day work activities handle inquiries courteously and tactfully disclose information discretely and politely planning and organisational skills sufficient to: complete work tasks to timeframes and within budgets use agreed processes to ensure operational effectiveness problem-solving skills sufficient to identify risks associated with rehearsals and self-management skills sufficient to set priorities and apply time-management strategies
performances
technology skills sufficient to use industry-current computer hardware and software Required knowledge basic risk analysis principles compliance requirements of performance venues, including safety and security OHS principles of safe listening, including safeguards against hearing loss operational and technical requirements of performance venues, such as: acoustic awareness front-of-house and production responsibilities revenue structures issues and challenges that arise in the context of attending to the administration of rehearsals and performances

typical features and requirements of venue contracts
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.
Booking details may include:
contact details of performers, agents and venue
personnel contractual arrangements and negotiated agreements between performers, agents and venue personnel dates, times and places of performance, including venue address and direction map legal responsibilities of performers, agents and venue personnel operational and technical specifications of venue, such as: sound equipment front-of-house equipment rehearsal times and volumes performers' fees and method of payment production responsibilities venue access details for rehearsal or performance.
Appropriate persons may include:
agent manager: artist or band floor production stage venue performer: actor artist or band cast member conference speaker master of ceremony musician panel member public speaker singer special guest technical crew: camera front-of-house light sound stage.
Agreed format may include:
booking confirmation sheet performance schedule venue worksheet. distribution to all parties under regular or contingency
Communication processes may include:
circumstances via: email facsimile group briefing hand-delivery, e.g. courier or in person postal short message service (SMS) telephone, including landline and mobile.
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 ability to:

confirm, record and distribute booking details work collaboratively with performers, agents, managers
and venue personnel.
Context of and specific resources for assessment
Assessment must ensure:

access to an environment where rehearsals and
access to appropriate technology to prepare and
performances can be actively and safely administered
distribute booking confirmation sheets, performance schedules and/or venue worksheets access to performers, venues and venue personnel use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment
The following assessment methods are appropriate for this unit:

case studies and scenarios as a basis for discussing the direct observation of candidate administering operations written or oral questioning to assess knowledge of
administration of schedules for performers for rehearsals and performances
compliance requirements of performance venues and typical features of venue contracts problem-solving activities to assess ability to estimate and calculate performer's fees.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

BSBADM307B Organise schedules BSBINM301A Organise workplace information BSBITU304A Produce spreadsheets CUSEVT301A Book performance venues CUSIND301A Work effectively in the music industry.
CUS09 Music (Version 1.1) CUSEVT301A Book performance venues
CUSEVT301A
Unit Descriptor
Book performance venues

This unit describes the performance outcomes, skills and knowledge required to source and book appropriate venues for performances. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to the selection of performance venues in terms of their location, safety, size, acoustic qualities and appropriateness for performance styles. This role would typically be undertaken by an artist/band manager, booking agent, marketing and promotions officer, or self-employed (independent) performer.
Unit Sector
No sector assigned
ELEMENT 1. Research performance venues
PERFORMANCE CRITERIA 1.1 1.2 1.3 1.4
In consultation with relevant personnel , identify the market position of potential venues using appropriatesources Assess ability of venues to cater to specific needs of audience and performers Compare and assess the suitability of venues based on their market position Maintain an accurate record of the market position of potential venues Liaise with venue personnel to ensure proposed performance complements image and tone of venue Liaise with performers to ensure proposed venue complements style and genre of performance Contribute to risk analyses aimed at ensuring safety and financial viability of performances Ensure special arrangements are considered, understood and negotiated with all parties Confirm and record booking details and circulate to all parties in a timely and effective manner
2. Finalise booking arrangements
2.1 2.2 2.3 2.4 2.5
Required skills

research skills sufficient to position a venue within an identified market critical-thinking skills sufficient to evaluate and match performances to venues literacy skills sufficient to interpret marketing information from venues numeracy skills sufficient to estimate and negotiate performance and venue costs communication skills sufficient to negotiate with performers and venue personnel planning and organisational skills sufficient to source venues and book performances problem-solving skills sufficient to identify risks associated with staging performances
technical skills sufficient to access and download venue information from the internet Required knowledge availability and suitability of performers and venues within a given locality basic risk analysis principles common terminology used in venue-specific marketing material compliance requirements of performance venues, including safety and security OHS principles of safe listening, including safeguards against hearing loss operational requirements of performance venues popular performing styles and genres popular venue trends and settings technical requirements of performance venues, such as: acoustic awareness front-of-house operations production responsibilities revenue structures issues and challenges that typically arise in the context of booking performance venues

typical features and requirements of venue contracts

Relevant personnel may include:
performers composers producers booking agents artist managers tour managers sound engineers.
Market position may include:
acoustic qualities and sightlines capacity, including attendance, seating, staging, staffing demographic profile of audience, including age, artistic
and technical
preferences, competing interests, cultural affiliations, disposable income and predicted spending patterns facilities and services, such as: sound equipment front-of-house equipment preparation and warm-up space image, tone, comfort and decor location, including access for performers and audience, estimated set-up and break-down times OHS, including air quality and sound volume operating costs and procedures operating times and availability, such as: day or evening particular seasons and festivals weekdays or weekends potential audience numbers at different times safety and security.
Venues may include:
casinos churches clubs community centres concert halls corporate foyers entertainment centres nature environments pubs restaurants shopping centres or malls sporting arenas and stadiums taverns theatres, including ballet, college, opera, school and university town halls.

Sources may include:
discussions with performers and venue operators electronic and print media industrial relations publications, such as: bulletins letters magazines newsletters industry publications, such as: directories information sheets reference books technical publications internet libraries and archives local, regional and state organisations suppliers of products and services venue publications and directories. balancing expectations and preferences of audience to balancing expected performance revenue against venue balancing market appeal of performance to anticipated ensuring safety and security of audience, performers and identifying whether competing and simultaneous
Risk analyses may involve:
style and genre of performance costs
audience numbers venue staff
performances may increase or diminish intended audience mitigating non-attendance of audience, performers and venue staff. Special arrangements may include:

acoustic modifications air conditioning catering cleaning door deals heating lighting regulatory compliance size of performance staging requirements venue facilities.
Parties may include:
agents artists audience contractors and suppliers emergency services government agencies host organisations legal counsel management performers directors producers regulatory authorities sponsors technicians venue operators/personnel. hiring and other fees OHS and security arrangements rehearsal and performance schedules responsibility for staging and front-of-house operations special benefits for venue operators special requirements for performers technical requirements use of venue facilities.
Booking details may include:

negotiate agreed outcomes with performers and venue research and select appropriate venues for performances identify risks associated with the safety and financial
personnel
viability of a performance.

access to appropriate technology to research the market access to legislative and regulatory material regarding
position of venues
venue safety, security and licensing access to performers, venues and venue personnel use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.

case studies to assess ability to source and secure direct observation of candidate negotiating special
appropriate performance venues
arrangements for a performance written or oral questioning to assess knowledge of the market positioning of local venues problem-solving activities to assess ability to estimate and calculate performance costs.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBADM307B Organise schedules BSBINM301A Organise workplace information BSBITU304A Produce spreadsheets CUSADM301A Administer operations for rehearsals and performances CUSIND301A Work effectively in the music industry.

CUS09 Music (Version 1.1) CUSFIM501A Secure funding for projects
CUSFIM501A
Unit Descriptor
Secure funding for projects

This unit describes the performance outcomes, skills and knowledge required to raise money for a creative or artistic project and to participate in negotiations with all parties. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People responsible for securing funding for creative arts projects apply the skills and knowledge outlined in this unit. In this role they are responsible for determining the amount of funding required, locating likely funding sources, developing funding proposals and maximising their chances of ongoing funding opportunities. This role would typically be undertaken by an artist, artist manager, promoter or senior administrator.
Unit Sector
No sector assigned
ELEMENT 1. Identify financial scope of and potential funding sources for project
PERFORMANCE CRITERIA 1.1 1.2 1.3
Identify and determine the scope and funding needs of project Identify optimum funding arrangements and possible funding sources for project Gather information on funding sources, including organisational vision, prior funding initiatives and expected benefits from participation Plan and critique a project proposal that will attract funding from identified funding sources Determine optimum method of presenting project proposal to identified funding sources Clearly define structure of funding plan and interest of various parties andensure proposal is supported by research from appropriatesources Seek legal, taxation and regulatory advice where necessary and ensure proposal is checked by appropriate persons to ensure it meets compliance requirements Present project proposal to funding sources using appropriate presentation techniques Evaluate presentation to identify strengths and weaknesses to inform subsequent presentations Negotiate with funding source representatives to clarify terms and conditions of funding agreement Discuss funding agreement with all parties in a professional manner
2. Develop a project proposal
2.1 2.2 2.3 2.4
3. Present proposal and negotiate with funding sources
3.1 3.2 3.3 3.4
4. Finalise funding agreement
4.1 4.2 4.3 4.4
Document funding agreement and circulate to all parties in a timely and effective manner Establish processes to monitor compliance and report progress against funding agreement Ensure funding agreement is checked and confirmed by appropriate persons Identify opportunities for ongoing funding arrangements with funding sources
Required skills
research techniques sufficient to access information from reliable sources to support literacy skills sufficient to prepare project proposals and funding agreements numeracy skills sufficient to: analyse funding incentives and tax concession schemes develop structured funding plans estimate and calculate the resource requirements of a project proposal communication skills sufficient to: conduct negotiations to clarify terms and conditions of funding agreements establish and maintain relationships with prospective investors present funding proposals to prospective investors learning skills sufficient to evaluate and improve own presentation techniques planning and organisational skills sufficient to envisage project milestones and monitor problem-solving skills sufficient to identify and plan for factors affecting completion of
project proposals
project compliance
project tasks within deadlines self-management skills sufficient to work within specified timelines
technology skills sufficient to use industry-current financial and spreadsheet software Required knowledge
approaches used to successfully identify and attract funding opportunities in the creative broad knowledge of key creative arts industry terminology compliance requirements of funding agreements in the creative arts industry copyright, moral rights, intellectual property and legislation, and their impact on the professional behaviour and ethics as they apply to the creative arts industry OHS requirements relevant to project work in the creative arts industry range of potential funding sources and channels through which funding opportunities are sources of information on the creative arts industry and ways of maintaining current
arts industry
creative arts industry
publicised in the creative arts industry industry knowledge
issues and challenges that typically arise in the context of securing funding for projects
Projects may include:
commercial print advertisement corporate video feature film or video filmed event or performance interactive media product, e.g. CD, DVD and podcast internet production, e.g. website sound music recording or video promotional trailer radio broadcast short film or video television program, e.g. documentary training film or video. commissioning bodies community organisations corporate contributors early adopters enterprises financial institutions government departments individuals professional organisations prospective investors special public funding programs sponsors suppliers.
Funding sources may include:
Project proposal may include:
analysis of benefits and profile of opportunities compliance requirements, including legal, regulatory,
reporting and taxation cost estimates creative and managerial experience of proponents creative possibilities of project demonstrable outcomes funding plan level of risk likely chances of success operational and marketing plan overview and objectives project timelines and milestones projected financial performance promotional and profiling opportunities proposed interest of various parties: acknowledgments percentage of profits product placement share of copyright purpose and amount of required finance.

discussions with current industry practitioners discussions with industry associations electronic and print media providing: articles journals magazines news reviews subscriptions government funding programs and publications industrial relations publications, such as: bulletins letters magazines newsletters industry publications, such as: directories information sheets reference books technical publications internet libraries and archives suppliers of products and services tender search organisations training programs, seminars, workshops, master classes
and professional development opportunities.
business and financial managers community representatives copyright representatives employee association and union representatives financial advisers industry association representatives industry managers legal advisers mentors professionals from allied areas. compliance monitoring arrangements reporting and review requirements rights and responsibilities of all parties terms and conditions of agreement.
Funding agreement may include:

develop viable funding proposals maintain effective networks with prospective investors negotiate agreed terms, conditions and interests with all
parties to a funding agreement.

access to an appropriate environment to develop and access to appropriate sources of information to prepare access to appropriate technology to research funding
present funding proposals
and support funding proposals
sources and use industry-current software access to relevant creative arts industry networks use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.

case studies to assess ability to research funding sources direct observation of candidate preparing a project
and apply information to persuasive project proposals proposal and negotiating a funding agreement the candidate
authenticated copies of funding proposals prepared by written or oral questioning to assess knowledge of
potential funding sources and channels through which funding opportunities are publicised problem-solving activities to assess ability to estimate and calculate project costs.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
CUS09 Music (Version 1.1) CUSIND301B Work effectively in the music industry
CUSIND301B
Unit Descriptor
Work effectively in the music industry

This unit describes the performance outcomes, skills and knowledge required to work effectively in the music industry. These include relationship building, negotiation techniques, work prioritisation and personal development. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People working in any area of the music industry apply the skills and knowledge described in this unit. They could be musicians, composers, administrators, sound mixers, editors or recordists. In an industry where advances in technology are leading to new business models, production techniques and distribution channels, it is vital that everyone keeps up to date with industry trends and emergent technologies. More complex application of these skills are covered in:
CUSIND401A Develop specialist expertise in the music
industry.
Unit Sector
No sector assigned
ELEMENT 1. Maintain currency of own industry knowledge
1.4 2. Establish effective work/contractual relationships 2.1 2.2 2.3 2.4
Identify trends and emergent technologies in the music industry using appropriate sources of information Identify likely effects of industry trends on own work practices In consultation with appropriate persons , identify learning opportunities to upgrade own skills so that full advantage can be taken of trends and emergent technologies Undertake identified learning opportunities to improve own work practices Share information and ideas with others in ways that engender goodwill, trust and respect Use effective negotiation techniques to identify realistic solutions to work/contractual issues Discuss, confirm and formally document agreements and contracts with appropriate persons Maintain work/contractual relationships through regular contact and effective communication
3. Complete work tasks effectively
3.1 3.2 3.3 3.4 3.5 3.6
Prioritise work tasks and establish deadlines to accommodate daily workload variations Negotiate and agree on prioritised work tasks and established deadlines with appropriate persons Identify and plan for factors that may affect the completion of work tasks within deadlines Complete work tasks within deadlines and in accordance with legislative/regulatory requirements Observe copyright and intellectual property obligations when using information or music downloaded from the internet Seek feedback on own work performance from appropriate persons and adjust in order to improve work practices
Required skills
communication skills sufficient to: conduct negotiations to identify realistic solutions to work/contractual issues establish and maintain work/contractual relationships through regular contact share industry information with colleagues and peers learning skills sufficient to: identify opportunities to maintain and enhance work performance seek feedback and integrate constructive advice into own work performance literacy skills sufficient to read and understand industry information numeracy skills sufficient to establish agreements and contracts self-management and learning skills sufficient to: prioritise work tasks work within deadlines monitor own work and introduce strategies to improve performance problem-solving skills sufficient to: identify and plan for factors affecting completion of work tasks within deadlines recognise and resolve workplace issues when implementing new technology
Required knowledge
copyright issues, such as: who owns copyright and how it can be protected why material is protected by copyright how copyright can be enforced organisations that deal with copyright consequences of infringing copyright music industry piracy issues and their impact on the music industry nature, role and functions of unions and employer associations, including rights and sources of information on the music industry and ways of maintaining current industry music industry terminology understanding of the following areas and how they apply to day-to-day work activities: awards and conditions of employment current funding and production environment legal issues that affect negotiations and contracts major industry production and marketing issues OHS requirements relevant to particular work contexts Sustainable work practices for individuals and organisations in the music industry
responsibilities of employers and employees knowledge
Trends and emergent technologies may include:
music business trends: 360 degree music business model all rights under one deal passive rights deal distributed patronage new and emerging distribution systems new forms of marketing, branding and product opportunities for increased airplay of music through: digital radio digital television mobile phones internet advances in software applications for sound recording alliances with allied technologies and businesses
placement
and editing new terminology new equipment social, political and environmental developments changing nature of work/industry structures, including: occupations that are disappearing and how they are being replaced changes to the mix of skills and knowledge required in different areas of the industry.
Sources of information may include:
copyright information from: Australian Copyright Council copyright collection societies music industry piracy investigations (MIPI) discussions with innovative industry practitioners electronic and print media employer and employee associations union representatives and other sources of industrial events, including: industry functions conferences trade fairs community activities exhibitions festivals social events government bodies and associated publications induction kits industry associations internet libraries and archives personal observations and experience policy and procedures manuals reference books, industry information sheets, magazines retail and wholesale suppliers of products and services technical publications.
relations information
and journals
artist artist and repertoire (A&R) representative artist manager booking agent business and financial manager client, employer and subcontractor colleague/peer copyright and royalties manager designer head of department label manager legal adviser licensing manager technical crew marketing and promotions officer mentor/supervisor merchandiser presenter director producer production manager promoter publisher sound mixer/technician special effects editor sponsor supplier union and industry association representative venue manager writer.
Learning opportunities may include:
attending industry events, including: conferences conventions exhibitions festivals functions performances professional competitions and awards trade fairs reading electronic and print media industry publications,
such as: information sheets technical and reference manuals undertaking professional development activities, such as: career planning and development coaching, mentoring and supervision formal and informal learning programs internal and external training programs master classes performance appraisals personal study seminars symposiums work experience and/or work exchange workshops. Negotiation techniques may include:
adopting collaborative negotiating style assessing strengths and weaknesses of opposing clarifying purpose, content and desired outcomes communicating results to all parties within appropriate conducting negotiations in a professional manner ensuring final position is agreed and understood by all
positions and determining viable alternatives timeframes
parties identifying consequences of non-agreement maintaining contact with all parties managing conflict or disagreement between parties taking into account input from all parties treating all parties courteously and in ways that acknowledge their contribution using effective questioning techniques: closed questions, allowing yes/no answers open questions, allowing range of responses reflective questions, provoking clarification.

Work/contractual issues may include:
budget share copyright insurance OHS performance fees and rate negotiations recording and distribution rights remuneration rights to and use of material royalties specifications for equipment and materials taxation terms and conditions of contracts terms and conditions of employment work roles and responsibilities. agency agreements individual performance agreements industrial awards marketing and distribution agreements service, supply and location contracts workplace relations agreements.
Agreements and contracts may include:
Factors may include:
budget constraints competing work demands environmental factors, e.g. weather availability of resources and materials unforeseen incidents, including technology and equipment breakdowns workplace hazards, risks and controls.

Legislative/regulatory requirements may relate to:
anti-discrimination business compliance consumer protection contempt of court and parliament copyright, moral rights, intellectual property, licensing and royalty defamation duty of care environmental issues equal employment opportunity insurance libel obscenity OHS plagiarism privacy and confidentiality quality assurance racial vilification slander taxation workplace and industrial relations laws and awards.

apply information about industry trends to own work establish and maintain work and contractual relationships comply with requirements of relevant legislation and prioritise work tasks work collaboratively with others.
practices
regulations

access to environments where: negotiation techniques can be applied to resolve work
and contractual issues work performance can be monitored and learning opportunities accessed work tasks can be prioritised and completed within deadlines work and contractual relationships can be established and maintained use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

case studies to assess candidate's ability to prioritise
work tasks, monitor work performance and identify learning opportunities direct observation of candidate establishing and participating in work and contractual relationships written or oral questioning to assess knowledge of new technology that affects work practices problem-solving activities to assess candidate's negotiating skills.
CUSIND302A Plan a career in the creative arts industry.
Critical aspects for assessment and evidence required to demonstrate competency in this unit

demonstrate well-developed analytical, reflective and understand the historical contexts, social functions and
communication skills
circumstances of music making and consumption in society apply the above knowledge to own professional practice.

access to sources of information on the history, social
significance and function of music use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

evaluation of candidate's exploration of music and its
social significance, demonstrated through discussion and written or oral presentation written or oral questioning to assess knowledge of music in historical and contemporary contexts.
CUSIND501A Apply music knowledge and artistic CUSWRT501A Write about music.
judgement
CUS09 Music (Version 1.1) CUSIND302A Plan a career in the creative arts industry
CUSIND302A
Unit Descriptor
Plan a career in the creative arts industry

This unit describes the performance outcomes, skills and knowledge required to identify and evaluate career opportunities in the creative arts industry, including personal skills analysis and portfolio development. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to people in the creative arts industry who need to plan for realistic career outcomes. They could be entering the industry or interested in moving into areas that build on the skills and knowledge they have already acquired in another field.
No sector assigned
Unit Sector
ELEMENT 1. Build industry networks
Attend creative arts industry productions and events and identify the commercial value of relevant industry products and services Talk with people in the industry to develop an awareness of typical formal and informal pathways into different job roles Use a range of sources to establish potential contacts and to keep up to date with industry trends and career possibilities Explore and participate in work and work experience opportunities as a way of advancing career possibilities Seek advice from people working in areas of interest regarding career potential and any specific preparation required Evaluate and align own skills and interests to preferred career pathways within the creative arts industry Clarify additional skills required for preferred career pathways and confirm with relevant personnel Identify and use learningopportunities to maximise career opportunities for occupations within the creative arts industry Align own career aspirations/potential with realistic career goals and discuss with relevant personnel Document and store a career plan and discuss with relevant personnel
2. Develop a career plan
2.1 2.2 2.3 2.4 2.5 2.6
3. Develop a skills portfolio
3.1 3.2 3.3 3.4
In consultation with relevant personnel, plan a portfolio of evidence to meet a range of purposes Identify appropriate presentation methodologies for a portfolio and confirm with relevant personnel Develop a resume or resumes that promote own ability to meet specific job requirements Maintain portfolio in a format appropriate to creative arts industry work contexts
Required skills
communication skills sufficient to: discuss industry issues and trends with colleagues and practitioners establish and maintain industry networks present self and skills portfolio to potential employers use appropriate cultural protocols and industry terminology learning skills sufficient to: align own career aspirations with realistic career goals identify learning opportunities to maximise career goals seek feedback and integrate constructive advice into career planning literacy skills sufficient to: read and understand industry information write a personal resume planning and organisational skills sufficient to prepare a skills portfolio and personal self-management skills sufficient to monitor career aspirations and introduce strategies
resume in a logical and clear way
to improve career potential problem-solving skills sufficient to plan for factors affecting career outcomes technology skills sufficient to access/download career information and resources Required knowledge
copyright, moral rights, intellectual property and legislation and their impact on the nature, role and functions of practitioners and industry organisations OHS requirements relevant to particular work contexts sources of information on the creative arts industry and ways of maintaining current understanding of creative arts industry terminology typical formats for personal resumes understanding of the following areas and how they apply to day-to-day work activities (in
creative arts industry
industry knowledge
relation to the particular creative arts industry sector in which knowledge is being assessed): cultural nuances appropriate to selected work contexts employment opportunities and career pathways into and within the industry legal issues that affect industry practitioners, negotiations and contracts
occupations, work tasks and levels of remuneration
Creative arts industry productions and events may include:
community activities conferences conventions exhibitions festivals functions performances professional competitions and awards trade fairs.
attending creative arts industry productions and events career information centres career resources and websites, such as: www.career.edu.au www.careeradviceaustralia.gov.au www.crsaustralia.gov.au/careerplanning www.jobguide.dest.gov.au www.jobjuice.gov.au www.jobsearch.gov.au www.myfuture.edu.au www.realgame.gov.au electronic and print media providing: articles journals magazines news reviews subscriptions government publications, including legislation, policy and
procedures manuals industrial relations publications, such as: bulletins letters magazines newsletters industry publications, such as: directories information sheets reference books technical publications internet libraries and archives, including text, film, video, sound and graphic lifestyle and contemporary issues magazines museums, galleries and studios peak copyright organisations personal observations and experience professional competitions and awards professional development activities, including conferences, master classes, seminars, symposiums, training programs and workshops retail and wholesale suppliers of products and services.
agents artist managers career specialists and advisers colleagues and peers community representatives copyright/legal representatives current industry practitioners employee association and union representatives industry association representatives industry managers mentors professionals from allied areas speakers at conferences and seminars. coaching, mentoring and supervision exchange and rotation programs formal and informal learning programs industry placement internal and external training programs master classes performance appraisals personal practice and study private tuition seminars symposiums traineeships and apprenticeships work experience workshops.
Occupations may include:
artistic directors, media producers and presenters: artistic director media producer, excluding video radio presenter television presenter designers and illustrators: graphic designer illustrator multimedia designer web designer film, television, radio and stage directors: art director, e.g. film, television or stage director, e.g. film, television, radio or stage director of photography film and video editor program director, e.g. television or radio stage manager technical director video producer music professionals: composer musical director musician (instrumental) singer other specialist managers: arts administrator or manager performing arts technicians: broadcast transmitter operator camera operator, e.g. film, television or video light technician make-up artist musical instrument maker or repairer sound technician television equipment operator photographers and miscellaneous technicians: photographer photographer's assistant private tutors and teachers.
Career plan may include:
current and comprehensive industry contact list journal of achievements and skill development local and regional support networks proposed career goals, outcomes and pathways self-assessment of current and required skills, knowledge and personal attributes self-assessment of life and work values timeline and action plan for achieving career goals timeline and action plan for developing necessary skills and industry networks.

Purpose may include:
job-seeking further education life pathway recognition of prior learning self-reflection validation.
Presentation methodologies may include :
CDs and DVDs digital media presentations, including: photo slide shows digital sequences with recorded sound exhibitions of work in a variety of display spaces presentation cards, business cards and promotional printed images, e.g. bound in book form or in folios websites and interactive media.
folders

develop a career plan develop a skills portfolio write a personal resume.

access to an environment where: career information and resources can be evaluated career plans can be developed and actioned industry contacts and networks can be safely industry issues and trends can be monitored skills portfolios can be developed and presented
established and maintained
use of culturally appropriate processes, and techniques
appropriate to the language and literacy capacity of the candidate and the work being performed.

case studies to assess candidate's ability to develop
timelines and action plans, monitor industry issues and trends, and identify learning opportunities direct observation of the candidate developing career plans, resumes and skills portfolios written or oral questioning to assess knowledge of occupations, work tasks and remuneration levels problem-solving activities to assess ability to align career aspirations with realistic career goals.
CUFIND301A Work effectively in the screen and media CUSIND301A Work effectively in the music industry.
industries
CUS09 Music (Version 1.1) CUSIND401A Develop specialist expertise in the music industry
CUSIND401A
Unit Descriptor
Develop specialist expertise in the music industry

This unit describes the performance outcomes, skills and knowledge required to develop specialist expertise in one or more fields of the music industry. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to people working in a wide range of areas in the music industry, including music performance, composition, private music teaching, music business and sound production. It is particularly applicable in contexts where people need to incorporate new business models and emergent trends and technologies into their work practice. This level of specialist work is usually undertaken with limited guidance and specialists could also be responsible for mentoring others on the job.
Unit Sector
No sector assigned
ELEMENT 1. Research and apply industry trends and emergent technologies
Identify trends and emergent technologies in the music industry using appropriate sources of information Examine and clarify implications and consequences of trends and emergent technologies Critique and review trends and emergent technologies with appropriate personnel to explore, develop and express conceptual ideas Explore and use new ideas and emergent technologies to expand own skills and knowledge Maintain currency of knowledge of legislative requirements and apply in area of specialist expertise as required Use critical thinking techniques to identify opportunities to enhance skills and knowledge Plan strategies to develop and enhance skills and knowledge in a specialist music industry context Identify and use feedback, discussion and evaluation techniques to continuously improve skills and knowledge Explore capability of materials, tools and equipment as a means to continuously improve technical skills as required
2. Apply skills and knowledge in a specialist context
2.1 2.2 2.3 2.4
3. Evaluate own professional development in specialist context
3.1 3.2 3.3 3.4
Seek and apply constructive criticism from others to improve own skills and knowledge Continuously evaluate own skills and knowledge against planned strategies and career goals Compare and contrast own skills and knowledge to those of other specialists in order to extend and enhance own professional work practices Adjust own professional work practices to improve and refine skills and knowledge
Required skills
research skills sufficient to access information relating to trends, emergent technologies,
work opportunities and career planning in the music industry literacy skills sufficient to interrogate and interpret a broad range of information on new trends and technologies in the music industry communication skills sufficient to: critique and discuss new trends and technologies discern and listen to advice from relevant personnel use industry and community networks as sources of information critical-thinking skills sufficient to identify opportunities to enhance own skills and knowledge learning skills sufficient to seek expert advice when implementing new trends and technologies planning and organisational skills sufficient to plan integration of new technologies into own professional work practices
problem-solving skills sufficient to recognise and resolve workplace issues when implementing new technology into own professional work practices Required knowledge

commonly used research methodologies copyright, moral and intellectual property issues associated with area of specialisation current trends and emergent technologies in area of specialisation in the music industry OHS requirements relating to area of specialisation in the music industry implications for self and/or organisation of adopting trends and emergent technologies physical capabilities of materials, tools and equipment and their applications in area of specialisation
theoretical and historical contexts relevant to area of specialisation
music business trends: 360 degree music business model all rights under one deal passive rights deal distributed patronage new and emerging distribution systems new forms of marketing, branding and product opportunities for increased airplay of music through: digital radio digital television mobile phones internet advances in software applications for sound recording new terminology developments in techniques for teaching music social, political and environmental developments changing nature of work, including: occupations that are disappearing and how they are alliances with allied technologies and businesses
placement
and editing
performance and composition skills
being replaced changes to the mix of skills and knowledge required in different areas of the industry.
copyright and legal representatives discussions with innovative industry practitioners electronic and print media employer and employee associations union representatives and other sources of industrial relations information events, including: industry functions conferences trade fairs community activities exhibitions festivals social events government bodies and associated publications induction kits industry associations internet libraries and archives personal observations and experience policy and procedures manuals reference books, industry information sheets, magazines and journals retail and wholesale suppliers of products and services technical publications.
Appropriate personnel may include:
performer composer ensemble member presenter musical director stage director stage manager production manager production supervisor technical crew broadcaster floor manager graphics personnel writer and editor designer: sound lighting costume make-up and hair special effects client marketing and promotions personnel artist's agent legal adviser conductor manager supervisor tutor mentor.
Skills and knowledge may include:
business: marketing and promotion public relations distribution financial management strategic and business planning artists' management performing: instrumental techniques vocal techniques improvisation stagecraft in an ensemble solo performances sound production: recording editing sound reinforcement sound design sound for film and media productions sound for interactive digital media products, such as sound for online products.
games
Critical thinking techniques may include:
analysing and evaluating actions and policies clarifying issues, values and standards comparing similar 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. awards competitions conferences exhibitions master classes seminars symposiums training programs workshops.
Strategies may include professional development opportunities, such as:

evaluate own skills and knowledge against planned apply planned strategies to develop and enhance own research trends and emergent technologies within area of
strategies and career goals skills and knowledge
specialisation in the music industry.

access to an environment where: conceptual ideas can be critiqued and reviewed with access to appropriate technology and sources of skills and knowledge can be developed and enhanced
relevant personnel
information to research trends and emergent technologies within the music industry access to appropriate learning and assessment support when required use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

direct observation of the candidate developing and written or oral questioning to test knowledge as listed in case studies to assess candidate's ability to research problem-solving activities to assess candidate's
enhancing technical and conceptual skills
the required knowledge section of this unit trends and emergent technologies critical-thinking skills.
CUS09 Music (Version 1.1) CUSIND501A Apply music knowledge and artistic judgement
CUSIND501A
Unit Descriptor
Apply music knowledge and artistic judgement

This unit describes the performance outcomes, skills and knowledge required to apply in-depth knowledge of the music industry to a range of work situations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
The skills and knowledge described in this unit can be applied in a wide range of contexts in the music industry - from performance, composition and music teaching, to business and technical production. People will be applying an advanced level of music industry knowledge in their chosen field. This could include research and analysis of information relevant to work roles within the music industry, such as industry structures and operations, employment issues, industry trends, networking, emerging technologies and industry laws and regulations.
No sector assigned
Unit Sector
ELEMENT 1. Research industry information
In consultation with appropriate personnel , identify areas of music research relevant to own professional practice Use appropriate sources of information to ensure currency of industry knowledge Analyse music areas for artistic and commercial qualities and opportunities Identify and participate in professional development activities to consolidate industry knowledge Maintain relationships with appropriate personnel for increased awareness of current artistic and commercial issues Use network strategies to establish and maintain relationships that enhance own professional practice Participate in artistic and industry networks to maintain and inform currency of music industry knowledge and artistic judgement Apply music industry knowledge and artistic judgement as required to predict music trends Apply specialist music knowledge as required to achieve targeted artistic and commercial outcomes Apply current music industry knowledge to inform own professional practice
2. Maintain effective industry networks
2.1 2.2 2.3
3. Enhance professional practice
3.1 3.2 3.3
4. Evaluate music industry knowledge
4.1 4.2 4.3
Assess and evaluate music information and knowledge against professional practice requirements Seek input and information to identify and address deficits in music knowledge to help maintain work performance Evaluate the quality and success of artistic judgement in achieving planned work or other outcomes
Required skills
communication and teamwork skills sufficient to: obtain and interpret information to ensure currency of work practice share industry information with colleagues and peers acknowledge cultural protocols seek feedback and integrate constructive advice into own professional practice read and understand industry information learning skills sufficient to identify: opportunities to maintain and enhance industry knowledge own knowledge and information needs numeracy skills sufficient to interpret relevant technical data planning and organisational skills sufficient to monitor own work and introduce strategies initiative and enterprise skills in the context of: applying artistic judgement to music products
to improve performance
applying critical-listening skills to make informed judgements about music Required knowledge
well-developed understanding of the music industry in area of specialisation: industry structure and operation employment obligations and opportunities trends and emerging technologies music styles and elements of musical organisation music terminology copyright, moral rights, intellectual property and other legislation relevant to the music professional behaviour, ethics and cultural protocols as they apply to the music sources of information about the music industry strategies for maintaining current industry knowledge performance contexts and artists' needs
industry industry
OHS requirements relevant to particular work contexts
composers producers editors of publications music critics managers marketing and public relations personnel sound-production and recording personnel record companies teachers mentors musicians photographers bandleaders music conductors choir leaders. music performance music industry trends and fashions existing and emerging artists, repertoire and events artist training and repertoire development artists products existing and emerging music technologies related to: performance production distribution marketing music industry opportunities artistic policy development music commentary and criticism media broadcasting programming music business operations.
Areas of music research may include:
music industry events, such as: performances community activities conferences conventions festivals functions trade fairs competitions and awards electronic and print media, such as: articles journals magazines news reviews industrial relations publications industry publications lifestyle and contemporary issues magazines government publications, such as: legislation policy and procedures manuals internet libraries and archives, including text, film, video, sound peak copyright organisations personal observations and experience.
and graphic
Music areas may include:
popular/commercial music classical/concert music world music jazz folk solo small ensemble large ensemble acoustic electronic music theatre. conferences master classes seminars symposiums training programs workshops.
Professional development activities may include:
Network strategies may include:
association membership conference participation distributing materials individual marketing maintaining regular contact seminar attendance society membership. advisory committees chambers of commerce community organisations government agencies industry sector committees lobby groups local councils professional industry associations project-specific consultative or reference groups specific interest or support groups suppliers unions work teams.
Industry networks may include:
Specialist music knowledge may include and inform:
repertoire knowledge of artists critical-listening skills artistic judgement music history performance practice in a range of styles and customs music technology music texts aural recognition and comprehension of musical devices and systems, including: melody harmony timbre attack pitch tempi dynamics expression physics of music and sound production technical requirements of instruments in a range of musical styles and performance contexts aural imagination or music innovation.
Artistic and commercial outcomes may include:
talking or writing about music composing and performing music preparing for and producing audio and video recordings music teaching using music software to produce music or music effects sound design programming marketing and promoting music products direct and indirect selling of music products and services artistic worth in music products or events commercial potential and feasibility of artists, repertoire and music products potential to develop new products and markets.


apply critical artistic judgement to achieve artistic or research, analyse, critique and apply industry information maintain effective industry networks enhance own professional practice.
strategic work outcomes

access to a range of relevant and current music industry
information access to an appropriate environment to enhance professional practice access to appropriate technology to research and apply music industry information access to relevant music industry networks, including opportunity for collaboration access to appropriate learning and assessment support as required use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.

case studies or interviews to assess candidate's ability to
research industry information and apply knowledge to different contexts and situations direct observation of candidate analysing, critiquing and sharing industry information problem-solving activities to assess candidate's critical-thinking skills written or oral questioning to assess knowledge of technical and context issues that affect professional practice in a given industry context authenticated samples of relevant work examples and products portfolios or other documentation that demonstrate the processes used in realising creative music examples and products.

CUSMGT502A Manage artists and their careers CUSMGT503A Develop artists and repertoire CUSMKG501A Manage the promotion of creative acts CUSMLT601A Analyse music CUSWRT501A Write about music.
CUS09 Music (Version 1.1) CUSLED501A Provide instrumental or vocal tuition
CUSLED501A
Unit Descriptor
Provide instrumental or vocal tuition

This unit describes the performance outcomes, skills and knowledge required to provide instrumental or vocal tuition as a private teacher. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Instrumental or vocal musicians, who teach privately to individuals of any age or groups of less than five, apply the skills and knowledge described in this unit. They could offer tuition in a private home studio, or a studio attached to a larger organisation. This unit does not apply to teaching in a classroom situation or conducting ensembles. Teachers need a thorough grounding in the techniques of their area of specialisation, as well as an ability to impart skills and knowledge to others.
Unit Sector
No sector assigned
ELEMENT 1. Plan and implement individual and small group tuition programs
Develop learning programs that incorporate sound educational principles Assist learners to develop music knowledge appropriate to their level of musical development and requirements in area of specialisation Facilitate the development of learners' memory and aural skills Assist learners to develop technical skills in performance Demonstrate and rehearse techniques with learners for the care and maintenance of equipment, instruments and accessories Apply a range of techniques to develop expressive skills Where possible, allow time for learners to evaluate and perform music of their own choice in learning programs Encourage students to experiment with technology where appropriate to enhance performance outcomes Apply a range of techniques to develop performance presentation skills Facilitate knowledge of and a positive attitude to OHS Rehearse safe warming up strategies and other OHS techniques specific to the instruments/voice with learners
2. Teach performance skills
2.1 2.2 2.3 2.4 2.5 2.6
3. Provide effective career advice
3.1 3.2 3.3 3.4 3.5
Apply current knowledge of the industry and skill requirements in career counselling for learners Apply current knowledge of courses suiting the specific needs of learners when advising on future artistic directions Advise learners on how to prepare and present an appropriate and effective audition program Advise learners how to prepare audition tapes as required Plan and use strategies to assist learners to become self-directed, lifelong learners Plan and use evaluation indicators that are appropriate to the teaching practice and context to continuously evaluate outcomes Allow learners input into the evaluation plan in ways appropriate to their age and performance contexts Use appropriate, fair and consistent criteria to evaluate individual learners Involve individual learners in self-assessment and where appropriate in peer assessment
4. Evaluate own and learners' performance
4.1 4.2 4.3 4.4
Required skills
communication and teaching skills in the context of: communicating effectively with learners to achieve planned learning outcomes providing feedback on performance in a constructive and sensitive manner demonstrating and communicating safe performance practice assisting learners to understand and observe cultural protocols appropriate to the
genre or area of specialisation encouraging learners to use appropriate posture, dress and other performance protocols assisting learners to match repertoire with performance context and expectations listening critically to, and assisting learners to adjust, creative work in performance to achieve the required sound working creatively with individual differences working constructively with group dynamics identifying and dealing constructively with conflict self-management and learning skills sufficient to: improve own technical facility in performance so that best practice techniques can be demonstrated to learners evaluate, adjust and develop own teaching practice in line with planned career directions use advice from colleagues and experts to adjust work in line with career direction demonstrate punctuality in all work commitments observe OHS requirements initiative, enterprise and creativity in the context of: demonstrating originality and innovative approaches to teaching performance, interpretation and/or improvisation of music extending musical boundaries for self and learners in areas of music specialisation taught facilitating learners to phrase and shape music appropriately and creatively facilitating learners to understand and express appropriate musical nuance assisting learners to perform appropriately for the context of venues, sound forces and perceived audience taste assisting learners to engage the audience in the work technical skills sufficient to: assist learners to use appropriate equipment and/or instruments effectively assist learners to use appropriate technology to improve efficiency and musical outcomes investigate technology to assist learners to enhance artistic or commercial outcomes use new technology in tuition practice where possible and relevant well-developed skills in areas in which tuition is provided, including: performing in relevant genre or style of music playing instrument or singing planning and organisational skills sufficient to: plan effective tuition programs that reflect understanding of learners' ages, stage of musical development and learning needs maintain an appropriate standard of presentation in all promotional materials use all available opportunities to showcase learners' work plan performance opportunities for learners
use time-management strategies to set priorities
Required knowledge
teaching practice, including: learning principles appropriate to age of students methods to affect skill development strategies to stimulate an interest in learning relationship between skill levels and learning strategies sources of career advice music knowledge in area of specialisation, including: interpreting music in performance improvisation conventions sight reading from charts or musical notation appropriate repertoire musical terminology musical genres and styles solo and group performance protocols composition process issues and challenges that typically arise in the context of providing instrumental or techniques for moving the body and breathing to enhance musical performance of self
vocal tuition and others
OHS requirements and procedures in relation to performing

Educational principles may include:
cognitive development motivation and learning psychology provision of routine opportunities for learners to perform
solo, in ensembles and for an audience ensuring that content and structure of learning programs are appropriate to age, musical aspirations and skill levels of learners constructive feedback to learners on an ongoing basis throughout learning programs.
Music knowledge may include:
repertoire music history instrument knowledge music analyses and research musical forms, systems, practices and customs using written music notation to read and write music, such as: acoustic and electronic scores sheet music chord charts interpretation and/or writing of directions for: instrumentation voicing expression timbre attack pitch tempi dynamics music writing, copying, arranging or editing sight reading improvisation.
Aural skills may include:
instrument tuning listening to adjust the sound in solo or group performance aural imagination to identify and develop the musical
materials pattern and sequence recognition and memory recognising music systems and practices chords and keys in tonal or other musical systems reproducing sequences from memory.
Assisting learners may involve:
communicating constructively with learners to maintain providing specific exercises, and/or other appropriate
their interest and enthusiasm
learning materials to facilitate progress in controlling instrument/voice demonstrating and rehearsing techniques for: developing control and perception of pitch and timbre developing accurate and fluent performance providing supportive critical advice to develop confidence in performance and to foster self-esteem instruction in the conventions and performance customs relevant to the area of music specialisation facilitating critical self-listening to foster independent learning and improvement in technical skills.
Technical skills may include:
proficiency in instrumental/vocal performance understanding of musical elements scales and other routine exercises facility with techniques to control and enhance music making virtuosity to produce appropriate instrumental/vocal performance style and standard compositional techniques appropriate to style of music making technical requirements of specific instruments/voices for accurate and appropriate music making.
voice and other acoustic and electronic musical
Equipment, instruments and accessories may include:
instruments baton scores strings reeds mouth pieces mallets/beaters tuners, tuning forks and electronic tuners electronic equipment audio and video recordings sound reinforcement equipment, such as: microphones amplifiers mixers cabling lighting and lighting equipment special effects devices.

Techniques to develop expressive skills may include:
discussing expressive options appropriate to learners' encouraging learners to consider interpretation in discussing the forms of pieces with learners, appropriate
work
performance
to their age and stage of musical development as a way of exploring expressive possibilities and options encouraging learners to experiment with phrasing and shaping pieces to broaden expressive style encouraging learners to use dynamics, attack and appropriate tempi to shape the work encouraging learners to listen critically and develop sensitivity to and appreciation of appropriate style and nuance in performance teaching repertoire and contexts of interpretation encouraging learners to listen to, read about, and critically discuss a range of music for their instrument/voice appropriate to their age and stage of musical development encouraging learners to listen critically to and discuss a range of performance interpretations.
Techniques to develop performance presentation skills may include:
encouraging learners to attend, view or listen to
performances as a way of critically appraising performance skills ensuring that any repertoire intended for performance is always within the technical ability of learners providing opportunities for learners to plan a performance program appropriate to their age and stage of musical development including performance presentation outcomes in individual learning programs creating opportunities for learners to prepare simulated auditions and to discuss each others' work advising learners on protocols and customs for dress and presentation to enhance performance for an audience discussing techniques for communicating with audiences to express musical ideas.
Facilitating knowledge of OHS issues may relate to:
demonstrating and consistently reinforcing safe
performance practice, posture and use of appropriate sound levels, seating and lighting advising learners of all specific safety issues relating to their instrument/voice advising learners of specific safety issues relating to their performance and potential performance venues advising learners on reasonable duration for practice sessions and rehearsal in the context of instrument played or voice advising learners on safe and healthy conditions for practice, rehearsals and performances.
OHS techniques may relate to:
healthy posture specific use of physique in relation to performance specific instrumental performance, such as: voice percussion brass strings, including violin and guitar families reeds and woodwind keyboards electronic parts of the body, such as: ears trunk shoulders neck arms lips tongue and larynx eyes.

demonstrate a high level of performance skills and
knowledge in area of specialisation in which tuition is provided develop talent in others plan and offer learning programs appropriate to the needs of learners and their level of musical development convey relevant music literacy and repertoire knowledge. Assessment must ensure:

access to relevant instruments and equipment access to learners access to appropriate teaching facilities use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

evaluation of learning programs, lesson plans and
resources prepared by the candidate observation or video recordings of tuition sessions conducted by the candidate written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies and scenarios as a basis for discussion about issues and challenges that arise in the context of providing instrumental or vocal tuition.
BSBMGT617A Develop and implement a business plan CUSIND401A Develop specialist expertise in the music CUSLED502A Provide tuition for composition CUSMPF603A Refine performance techniques and CUSMPF605A Develop advanced vocal techniques.
industry
expand repertoire
CUS09 Music (Version 1.1) CUSLED502A Provide tuition for composition
CUSLED502A
Unit Descriptor
Provide tuition for composition

This unit describes the performance outcomes, skills and knowledge required to provide tuition in composition as a private teacher. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Musicians skilled in music composition who teach privately to individuals of any age, or groups of less than five, apply the skills and knowledge described in this unit. They could offer tuition in a private home studio, or a studio attached to a larger organisation. This unit does not apply to teaching in a classroom situation. Teachers need a thorough grounding in the techniques of their area of specialisation, as well as an ability to impart skills and knowledge to others.
Unit Sector
No sector assigned
ELEMENT 1. Plan and implement individual and small group tuition programs
Develop learning programs that incorporate sound educational principles Facilitate the development of learners' listening skills Use a range of techniques to develop skills in the craft of music composition Assist learners to develop confidence in applying their music knowledge to the process of composition Use a range of techniques to develop learners' creative potential Maintain and impart knowledge of current hardware and software applications that are useful to learners as compositional tools Organise access to electronic media and studios for learners to use when composing Encourage learners to read about and participate in broad media and technology forums/organisations Where possible, provide learners with mentoring opportunities to develop their skills in composing using electronic media
2. Assist learners to explore electronic methods of composition
2.1 2.2 2.3 2.4
3. Facilitate learners' professional development
3.1 3.2 3.3 3.4 3.5
Discuss and plan with learners options for recording and presenting creative ideas through performance Devise and use strategies to develop critical self-reflection in learners to encourage realistic career development planning Assist learners to understand the function and context in which work is being created Devise and use opportunities for learners to consider audience needs and tastes Facilitate learners' understanding of business skills required as a freelance composer
Required skills
communication and teaching skills in the context of: communicating effectively with learners to achieve planned learning outcomes providing feedback on learners' development in a constructive and sensitive manner listening critically to, and assisting learners to adjust, compositions to achieve the working creatively with individual differences working constructively with group dynamics identifying and dealing constructively with conflict
required effect
self-management and learning skills sufficient to: improve own technical facility in composition so that best practice techniques can be evaluate, adjust and develop own teaching practice in line with planned career use advice from colleagues and experts to adjust work in line with career direction demonstrate punctuality in all work commitments observe OHS requirements
demonstrated to learners directions
initiative, enterprise and creativity in the context of: demonstrating originality and innovative approaches to teaching music composition extending musical boundaries for self and learners facilitating learners to phrase and shape music appropriately and creatively facilitating learners to understand and express appropriate musical nuance technical skills sufficient to: assist learners to use appropriate equipment and/or instruments effectively assist learners to use appropriate technology to improve efficiency and musical
outcomes investigate technology to assist learners to enhance artistic or commercial outcomes use new technology in tuition practice where possible and relevant well-developed skills in music composition planning and organisational skills sufficient to: plan effective tuition programs that reflect understanding of learners' ages, stage of musical development and learning needs maintain an appropriate standard of presentation in all promotional materials use all available opportunities to showcase learners' work use time-management strategies to set priorities Required knowledge
teaching practice, including: learning principles appropriate to age of students methods to affect skill development strategies to stimulate an interest in learning relationship between skill levels and learning strategies sources of career advice music knowledge, including: interpreting music in performance improvisation conventions sight reading from charts or musical notation appropriate repertoire musical terminology
Volume 1 of 1, Unit 9 of 98 Commonwealth of Australia, Page 250 of 2204 To be reviewed by: 5 August 2012
issues and challenges that typically arise in the context of providing tuition in music
solo and group performance protocols composition process
musical genres and styles
composition
OHS requirements and procedures in relation to working for periods of time on computers
Educational principles may include:
cognitive development motivation and learning psychology provision of routine opportunities for learners to have their ensuring that content and structure of learning programs
compositions performed for an audience
are appropriate to age, musical aspirations and skill levels of learners constructive feedback to learners on an ongoing basis throughout learning programs. Facilitating the development of listening skills may involve:
exercises to develop learners' ability to work with musical encouraging learners to listen critically to their own and assisting learners to understand and use appropriate
materials
others' compositions to stimulate creative possibilities terminology
integrating the learning of relevant musical symbols and
concepts into learners' creative work motivating learners to use compositional techniques from a range of musical contexts and conventions encouraging learners to discuss the balance of unity and contrast in their own and others' creative work using experiential learning methods to impart theoretical aspects of composition. Listening skills may include:
instrument tuning listening to adjust the sound in solo or group performance aural imagination to develop musical materials and to understanding music systems and practices relevant to
assist learners to develop musical ideas
area of specialisation chords and keys in tonal or other musical systems relevant to area of specialisation.
Techniques may include:
facilitating an understanding of the technical resources of developing skills in music notation/recording to allow
acoustic and electronic sound sources
creative development and communication of ideas assisting learners to use vocabulary appropriate to their needs, aspirations and contexts. Music knowledge may include:

repertoire music history instrument knowledge music analyses and research musical forms, systems, practices and customs using written music notation to read and write music, such as: acoustic and electronic scores sheet music chord charts interpretation and/or writing of directions for: instrumentation voicing expression timbre attack pitch tempi dynamics music writing, copying, arranging or editing sight reading improvisation setting down musical compositions for performance.
Techniques to develop learners' creative potential may include:
using technology and practical performance to stimulate experimentation assisting learners to develop the habit of constant critical
aural imagination
listening to their own work to assess their own creative development exploring ideas in a range of cultures and arts as a way of inspiring creative imagination participating in networks to discuss creative ideas with other composers and performers. Business skills may include:

typical requirements of a compositional brief responding to a brief liaising with clients developing realistic timelines costings and budgeting technical production contingencies.

demonstrate high-level music composition skills and develop music composition skills in others plan and offer learning programs appropriate to the needs develop music literacy and aural skills relevant to music
knowledge
of learners and their level of musical development composition.

access to relevant equipment access to learners access to appropriate teaching facilities use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

evaluation of learning programs, lesson plans and
resources prepared by the candidate observation or video recordings of tuition sessions conducted by the candidate written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies and scenarios as a basis for discussion about issues and challenges that arise in the context of providing tuition in music composition.
BSBMGT617A Develop and implement a business plan CUSIND401A Develop specialist expertise in the music
industry CUSLED501A Provide instrumental or vocal tuition CUSMCP601A Extend techniques for composing music CUSMCP503A Prepare compositions for publishing CUSMLT602A Analyse harmony.
CUS09 Music (Version 1.1) CUSMCP301A Compose simple songs or musical pieces
CUSMCP301A
Unit Descriptor
Compose simple songs or musical pieces

This unit describes the performance outcomes, skills and knowledge required to compose simple songs or musical pieces. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Songwriters and musicians apply the skills and knowledge described in this unit. The process of composition involves an understanding of musical styles and conventions and how and when to apply these. Alternatively, composers may wish to experiment with adapting styles to create a more original-sounding song or musical piece. Skills associated with developing and applying an understanding of musical styles and genres are covered in:
CUSMLT202A Apply knowledge of music culture to music CUSMLT301A Apply knowledge of genre to music making.
making
Skills associated with using computer technology as the primary tool for composing musical pieces appropriate to this level are covered in:
CUSMCP303A Develop simple musical pieces using
electronic media.
Unit Sector
No sector assigned
ELEMENT 1. Clarify composition requirements
In consultation with relevant personnel , identify purpose of composing songs or musical pieces Identify musical styles , elements and forms/structures that might suit the purpose of the composition Discuss with relevant personnel how approaches that break away from conventional approaches might be applied Identify the range of instruments and playing techniques to suit the purpose of compositions Agree on format for final presentation of songs or musical pieces
2. Compose melodies
2.1 2.2 2.3 2.4 2.5 2.6
Apply standard melody conventions to compositions as required Identify climax points, harmonies and intervals to be used in the songs or musical pieces Align lyrics with the starting points, climaxes and cadence points of a song's melody as required Use appropriate harmonic/chord progressions or sequences in the melody to suit the style/mood of the song or musical piece Ensure melody is rhythmically coherent and rhythm patterns are appropriate to the style/mood of the song or musical piece Match the level of difficulty and register of the melody with available performers and characteristics of the musical style used in the song or musical piece Seek feedback on work in progress from relevant personnel and refine compositions accordingly Apply copyright notice to the composition Present compositions in agreed format
3. Finalise compositions
3.1 3.2 3.3
Required skills
communication and teamwork skills sufficient to: discuss compositional requirements in a collaborative manner respond positively to constructive feedback on own compositions numeracy skills sufficient to determine duration of songs or musical pieces listening skills in the context of: using aural imagination when manipulating musical elements applying aural-perception skills to improve compositional outcomes initiative and enterprise skills in the context of experimenting with musical styles and
elements planning and organisational skills sufficient to: gather information on musical styles, elements and forms/structures match repertoire to purpose of composition learning skills sufficient to: identify and use techniques to develop aural memory and imagination continuously evaluate and adjust own work via critical listening musical skills sufficient to: use compositional techniques relevant to selected musical styles use instruments and musical elements relevant to selected musical styles Required knowledge
music knowledge sufficient to: recognise chords and keys in tonal and/or other musical systems understand and apply instrument tuning understand scope and capacity of instruments for which compositions are developed
issues and challenges that typically arise in the context of composing songs or musical pieces
performer client marketing and promotions personnel artist's agent tutor mentor. specific artist ensemble music theatre own personal development corporate purposes cultural purposes marketing and promotion educational purposes special communities special occasions public and/or religious ceremonies audio or video recordings for online products or interactive games.
Purpose of composition may be for:
Musical styles may include:
classical contemporary: blues folk gospel country electronic heavy metal hip hop industrial pop punk rap reggae rock R&B soul funk emo jazz: contemporary cool school easy listening fusion swing tin-pan alley traditional.
Musical elements may include:
acoustics aesthetic qualities articulation attack beat cultural context duration dynamics expression form harmony/chords instrumentation interpretation intonation melody notation nuance orchestration ornamentation phrasing pitch relationship to song lyrics rhythm scales shape sound production suspensions tempo texture timbre/tone colour time signatures tonality transposition unity and contrast voicing volume. air binary free/through-composed mobile rondo sonata strophic ternary variation verse-chorus, i.e. combinations of verse, chorus, bridge and/or other contrasting sections, such as ABA, AABA, etc.
Musicalforms/structures may include:
Format may be:
notated computer-based recorded.
Standard melody conventions may include:
diatonic embellishments harmonic rhythm imitation leap melisma phrase pitch repeated notes sequence step turnaround unison.
Copyright notice may include:
copyright symbol, followed by the name of the copyright for sound recordings, the letter P (for phonogram) in a
owner and the year of first publication circle or in brackets is used.

compose simple songs or musical pieces for a specific apply music, repertoire and instrument knowledge use musical elements and melody conventions.
purpose

access to an environment where song-writing skills can access to appropriate range of instruments use of culturally appropriate processes, and techniques
be applied

case studies to assess ability to use musical elements direct observation of the candidate composing songs or authenticated samples of song-writing work with written or oral questioning or interview to test knowledge
and melody conventions musical pieces
candidate's self-evaluation
of song-writing techniques case studies and scenarios as a basis for discussion of issues and challenges that typically arise in the context of composing songs or musical pieces.
CUS09 Music (Version 1.1) CUSMCP302A Write song lyrics
CUSMCP302A
Unit Descriptor
Write song lyrics

This unit describes the performance outcomes, skills and knowledge required to write song lyrics. An understanding of musical styles and song structures is essential, along with knowledge of how copyright and royalties apply to songwriters. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Songwriters apply the skills and knowledge outlined in this unit. They could be writing lyrics for music which has already been composed or writing lyrics as the basis for music compositions. Often songwriters write both music and lyrics, either alone or in collaboration with other musicians. Skills associated with composing songs are covered in:
CUSMCP301A Compose simple songs or musical pieces.
Unit Sector
No sector assigned
ELEMENT 1. Clarify lyric-writing requirements
In consultation with relevant personnel , identify purpose of lyrics to be written Identify appropriate cultural and stylistic contexts to suit the purpose of songs Agree on nature of collaborative arrangements with composers or performers as required Agree on format for final presentation of lyrics Use own imagination and lyric-writing resources to generate a range of ideas that suit the purpose and musical style of songs Use a range of writing techniques and rhyme patterns to develop the message of songs Use writing techniques to convey appropriate meaning, mood or effect Apply knowledge of song structures and song formats to enhance the effect of songs Align lyrics with starting points, climaxes and cadence points of a song's melody Review work in progress with relevant personnel and make adjustments as required Present lyrics in agreed format Review process for writing lyrics and note areas for future improvement Apply knowledge of copyright to maximise income from song writing Develop networks to maximise exposure of own songs
2. Develop lyrical elements
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8
3. Develop networks to promote own work
3.1 3.2
Required skills
communication and teamwork skills sufficient to: discuss song-writing requirements in a collaborative manner respond positively to constructive feedback on own work literacy skills sufficient to: read and interpret lyric-writing resources write lyrics initiative and enterprise skills in the context of: applying original and creative approaches to lyric writing experimenting with writing techniques to produce lyrics that meet specific purposes planning and self-management skills sufficient to: meet deadlines develop and maintain a network of professional contacts learning skills sufficient to: acquire and use information appropriate to writing song lyrics
continuously evaluate and adjust own written work Required knowledge

music literacy: musical styles song structures standard melody conventions basic composition processes and notation lyric-writing techniques: meter rhyme story telling process for collaborating with performers and recording personnel to make music demos cultural protocols appropriate to the purpose of songs
issues and challenges that typically arise in the context of writing song lyrics
composer band member performer client producer marketing and promotions personnel artist's agent tutor mentor.
Purpose of lyrics may be for:
specific piece of music specific artist band ensemble music theatre own personal development corporate purposes cultural purposes marketing and promotion educational purposes special communities special occasions public and/or religious ceremonies audio or video recordings for online products or interactive games.
Format may be:
paper-based computer-based recorded.
Lyric-writing resources may include:
documented events and facts existing texts literary, poetic and creative writing material media rhyming dictionaries thesauruses.
classical contemporary: blues folk gospel country electronic heavy metal hip hop industrial pop punk rap reggae rock R&B soul funk emo jazz: contemporary cool school easy listening fusion swing tin-pan alley traditional.
Writing techniques may include:
meter contrast word associations allegory analogy and association form hyperbole irony metaphor motif onomatopoeia oxymoron paradox personification repetition simile symbolism.
Rhyme patterns may include:
masculine feminine dactylic syllabic imperfect semirhyme oblique assonance consonance half rhyme alliteration sight or eye rhyme tail internal. introduction verses pre-chorus chorus bridge collision vocal runs instrumental solo outro ad lib catchy melodic phrase or rhythm hook, e.g. a lyric line relationship/contrast between chorus and verse. ballads list songs patter songs answer songs hymns choral.
Song structures may include:
Song formats may include:
Knowledge of copyright must include:
royalty entitlements, such as from: sale of recordings broadcasting, including radio, internet or television use of songs in movies, e.g. royalties from the sale of role of Australasian Performing Rights Association
the soundtrack album
(APRA) sharing song royalties, e.g. with other band members correct format for copyright notices: copyright symbol, followed by the name of the copyright owner and the year of first publication for sound recordings, the letter P (for phonogram) in a circle or in brackets is used.
Networks may include:
performers composers media outlets: radio television internet dance clubs and other music venues DJs music publishers aggregators.

write lyrics for at least four songs in two different musical apply knowledge of song structures to the writing of lyrics apply knowledge of copyright to song-writing activities.
styles

access to an environment where lyric-writing skills can be access to range of appropriate lyric-writing resources use of culturally appropriate processes, and techniques
applied

case studies to assess ability to use writing techniques
direct observation of the candidate writing song lyrics direct questioning combined with review of portfolios of
and rhyme patterns to convey meaning and create mood
evidence and third-party workplace reports of on-the-job performance by candidate, including authenticated samples of song lyrics with candidate's self-evaluation written or oral questioning or interview to test knowledge of lyric-writing techniques.
CUFCMP301A Implement copyright arrangements CUSMCP301A Compose simple songs or musical pieces CUSMLT301A Apply knowledge of genre to music CUSMLT303A Notate music for performance CUSMLT403A Analyse functional harmony.
making
CUS09 Music (Version 1.1) CUSMCP303A Develop simple musical pieces using electronic media
CUSMCP303A
Unit Descriptor
Develop simple musical pieces using electronic media

This unit describes the performance outcomes, skills and knowledge required to use electronic media to develop simple musical pieces. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Musicians involved in the development of musical pieces apply the skills and knowledge outlined in this unit, which deals with the process of using computer-based technology as the primary development tool. They could be working alone or with other musicians in one or more musical styles. Skills associated with more complex music composition projects in this field are covered in:
CUSMCP501A Compose music using electronic media.
Unit Sector
No sector assigned
ELEMENT 1. Prepare to develop music using electronic media
PERFORMANCE CRITERIA 1.1 1.2 1.3 1.4 1.5 1.6
Discuss with appropriate personnel the ways in which digital equipment can be used to develop music Use practice sessions to explore the features of software applications and computer-based technology used to develop music Confirm purpose of musical pieces to be developed with appropriate personnel Identify appropriate musical styles , elements and forms/structures to suit the purpose of the musical pieces Identify the range of instruments and playing techniques to suit the style/mood of the musical pieces Identify standard melody conventions to be used in the musical pieces Use electronic media to organise musical elements into working versions of musical pieces Ensure that musical input maintains style of music being created Listen to work in progress with appropriate personnel and seek feedback on how well the musical pieces meet creative and technical requirements Incorporate ideas and suggestions into final pieces Use notation features of software to set down musical pieces as required Apply copyright notice to the song/musical piece with the name of the songwriter and year of first publication Present all musical pieces in required file format by agreed deadline
2. Develop simple musical pieces
2.1 2.2 2.3 2.4 2.5 2.6 2.7
3. Evaluate own musical works
3.1 3.2
Compare work against previous musical pieces to assess development of techniques and ideas Discuss strengths and weaknesses of musical works with appropriate personnel and identify strategies for improving own skills in developing music using electronic media
Required skills
communication and teamwork skills sufficient to: discuss musical requirements in a collaborative manner respond positively to constructive feedback on own work work collaboratively with others involved in the music development process numeracy skills sufficient to determine duration of musical pieces listening skills in the context of: using aural imagination when manipulating musical elements applying aural-perception skills to improve musical outcomes initiative and enterprise skills sufficient to: develop original and innovative approaches to developing music with electronic media experiment with musical styles and elements to develop own style planning, organising and self-management skills sufficient to: gather information on musical styles, elements and forms/structures seek expert assistance when problems arise prioritise work tasks meet deadlines demonstrate reliability in all agreed work commitments learning skills sufficient to: identify and use techniques to develop aural memory and imagination continuously evaluate and adjust own work via critical listening technology skills sufficient to: use appropriate and current software and hardware for developing music
resolve operational problems with equipment or software and seek advice as required Required knowledge
features of standard hardware and software tools/packages for developing and notating issues and challenges that typically arise in the context of developing music using OHS principles of: safe listening, including safeguards against hearing loss
music
electronic media
using a computer and keyboard for periods of time
performer composer sound engineer client marketing and promotions personnel artist's agent tutor mentor.
Features may include:
virtual instruments music notation tracks: drum other instruments harmonic progression bass line melodies harmonies recording and adding parts to tracks: in real time in step time by importation from other sources channels file output formats audio capture MIDI support loops mixing: delaying harmonies adding or changing harmonies introducing instrumental effects and distortion adjusting balance, tone and intonation adding sound elements and effects note editing: note on or off note or pitch bend control change program change keyboard after touch modulation pitch wheel sequencing changing velocity and volume mastering samples specialist plug-ins.
Software applications may include:
Pro Tools Logic Cubase Ableton Live Reason Nuendo Garage Band Digital Performer Soundscape Sonic Studio.
Purpose of musical pieces may be for:
computer game screen production music demo specific performer or band mood music as background to an event or function own personal development.
Styles may include:
acoustic: blues folk gospel classical contemporary: country electronic heavy metal hip hop industrial pop punk rap reggae rock jazz dance.
Elements may include:
acoustics aesthetic qualities articulation attack beat cultural context duration dynamics expression form harmony/chords instrumentation interpretation intonation melody notation nuance orchestration ornamentation phrasing pitch relationship to song lyrics rhythm scales shape sound production suspensions tempo texture timbre/tone colour time signatures tonality transposition unity and contrast voicing volume. air binary free/through-composed mobile rondo sonata strophic ternary variation verse-chorus, i.e. combinations of verse, chorus, bridge and/or other contrasting sections, such as ABA, AABA, etc.
Forms/structures may include:
Standard melody conventions may include:
diatonic embellishments harmonic rhythm imitation leap melisma phrase pitch repeated notes sequence step turnaround unison.
Copyright notice may include:
copyright symbol, followed by the name of the copyright for sound recordings, the letter P (for phonogram) in a
owner and the year of first publication circle or in brackets is used. AIFF AC3 WAV WMA MIDI Real Audio QuickTime MP3.
File formats may include:

develop a selection of simple musical works using respond positively to constructive feedback on own
electronic media musical works.

access to an environment where music development access to industry-current electronic media used to
skills can be applied
develop musical works use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

case studies to assess ability to use musical elements
and standard melody conventions direct observation of the candidate developing musical pieces using electronic media written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies and scenarios as a basis for discussion of issues and challenges that typically arise in the context of developing simple musical pieces using electronic media.
CUS09 Music (Version 1.1) CUSMCP401A Develop techniques for arranging music
CUSMCP401A
Unit Descriptor
Develop techniques for arranging music

This unit describes the performance outcomes, skills and knowledge required to rework an existing composition into a different instrumental or vocal grouping. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Arrangers in all genres apply the skills and knowledge outlined in this unit. They could be helping songwriters structure their compositions, writing versions of songs for performance or publication, or reworking existing compositions for recording artists by providing charts for rhythm sections. Arranging is closely allied to composing, so aural imagination and well-developed aural-perception skills are critical, along with sound understanding of the theory and practice of harmony and counterpoint. Even though they are reworking existing compositions, arrangers aim to produce a musically distinctive sound, sometimes adding original music to final arrangements.
Unit Sector
No sector assigned
ELEMENT 1. Develop an understanding of music arrangement
PERFORMANCE CRITERIA 1.1 1.2
In consultation with appropriate personnel , identify factors that may have an impact on how to approach the arranging of music Consider the range of ways musical elements could be reworked for different types of compositions Clarify scope of music arrangement brief with appropriate personnel Prepare a plan for completing work in line with the requirements of the brief and negotiate a contract as required Brief other people involved in the music arrangement project as required Research arranging conventions of musical style as required Generate a range of musical ideas or starting points and experiment with options for realising them Discuss options with appropriate personnel and refine ideas as required
2. Generate ideas for musical arrangements
2.1 2.2 2.3 2.4 2.5 2.6
3. Arrange music
3.1 3.2 3.3 3.4 3.5 3.6
Develop and apply a range of techniques to adapt and organise musical elements into working versions of arrangements Obtain copyright clearances and address issues regarding intellectual property rights as required Listen to work in progress with appropriate personnel and seek feedback on how well arrangements meet creative and technical requirements Incorporate ideas and suggestions into final arrangements As required, attend rehearsals or performance workshops where arrangements are being played and make any necessary adjustments Present all arrangements in required format by agreed deadline Identify criteria to provide an effective measure of the success of own arrangements Compare work against previous arrangements to assess development of techniques and ideas Discuss strengths and weaknesses of arrangements with appropriate personnel and identify strategies for improving own arranging techniques
4. Evaluate own music arrangements
4.1 4.2 4.3
Required skills
communication and teamwork skills sufficient to: discuss requirements for arranging music in a collaborative manner document plans for music arrangement projects respond positively to constructive feedback on own arrangements listening skills in the context of: using aural imagination when manipulating musical elements analysing music instrumentation applying aural-perception skills to enhance the sound of original compositions initiative and enterprise skills in the context of: phrasing and shaping music appropriately giving the finished work a stylistically convincing sound demonstrating originality and innovative approaches in the use and organisation of incorporating melodic and harmonic components to give arrangements a musically learning skills in the context of continuously improving music-arranging techniques planning, self-management and organisational skills sufficient to: prioritise work tasks meet deadlines plan the arrangement of music in a logical sequence work within established budgets and timeframes demonstrate reliability in all agreed work commitments arranging music appropriately for the context of venues and perceived audience taste
musical elements distinctive sound
through practice and refinement based on critical feedback
technology skills in the context of using music composition and arranging software at a working level of proficiency Required knowledge
well-developed understanding of musicianship issues, including: repertoire and music history relevant to area of specialisation harmony and counterpoint instrumentation and orchestration musical protocols and customs for setting down music genres and styles, and their musical forms and conventions in written notation interpretation of chords, scales, melodies, forms, textures or other conventions found options for using computer applications to notate music copyright issues in relation to arranging compositions
within music notation
reading and writing music using written music notation, such as acoustic and electronic techniques for writing directions for: instrumentation voicing expression timbre attack pitch tempi
scores, sheet music and chord charts
dynamics issues and challenges that typically arise in the context of arranging music
composer songwriter music publisher performer ensemble member big band member presenter designer: sound lighting costume make-up and hair special effects client marketing and promotions personnel artist's agent conductor tutor mentor.
purpose of arrangement, such as to: enhance the work of recording artists write charts for performing artists who work with house
bands help songwriters structure their compositions write versions of existing popular songs for ensembles or for publication transcribe existing arrangements modify existing screen music remix existing popular music recordings for specialised markets, such as dance, radio and internet contractual arrangements available resources amount of time allocated to rehearsal available budget client's expectations intellectual property copyright online distribution considerations: file compression for streaming and downloading file formats promotional samples to accompany each piece timelines.
acoustics aesthetic qualities articulation attack beat cultural context duration dynamics expression form harmony/chords instrumentation interpretation intonation melody notation nuance orchestration ornamentation phrasing pitch relationship to song lyrics rhythm scales shape sound production suspensions tempo texture timbre/tone colour time signatures tonality transposition unity and contrast voicing volume. purpose number of musical pieces required duration of pieces musical genre extent of instrumentation/orchestration required budget required resources evaluation and review requirements timeline final format for arrangements.
Scope of music arrangement brief may include:
Aspects to be covered in the work plan may include:
duration, general vision for and scope of the compositions
being arranged text and any associated collaboration required timelines budget resources required for the work copyright clearances required timetable that allows for unexpected developments and contingencies communication plan that ensures ongoing discussion and confirmation of the direction being taken with arrangements plan of music components and any text components map that clearly indicates duration requirements for sections of the work.

Aspects to be covered in a contract may include:
milestones and payment schedule materials and facilities provided by both parties responsibilities of both parties role of any subcontracted personnel process for negotiating variations to the contract.
Briefing others may involve:
allocating work in line with project requirements providing specifications agreeing on standards of work and monitoring procedures providing technical and financial information agreeing on payment schedules discussing reporting mechanisms and arrangements for dealing with contingencies negotiating process for providing feedback on work in progress.
transforming songs from their basic form into
designing melodic development sweetening rhythm tracks by writing parts for different generating harmony vocals creative use of countermelodic devices specific to writing material that fits comfortably with the standard
authentic-sounding performances or recordings instruments
different styles of music
technique of a particular instrument or voice adding original music simplifying music for specific target markets rounding off rhythms and pitches applying guide tones using counterpoint composing heads as starting points for jazz improvisation instrumentation writing note combinations that sound good to the ear contrary motion writing parts creating introductions and endings using countermelodies re-harmonising chord progressions developing musical themes or motifs.
Format may be:
computer-based paper-based.

arrange a selection of compositions in response to at
least two briefs apply well-developed aural skills to the music arranging process work collaboratively with others involved in creating or performing the music arrangements.

access to an environment where music arranging skills access to industry-current software, hardware and audio
can be applied
equipment for composing, orchestrating and setting down music access to scores relevant to the candidate's selected musical styles use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

evaluation of work plans prepared by the candidate direct observation of the candidate arranging musical written or oral questioning to assess candidate's
pieces
understanding of musical elements and techniques for arranging compositions written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies and scenarios as a basis for discussion of issues and challenges that typically arise in the context of arranging music in response to a brief.

CUFCMP301A Implement copyright arrangements CUSMCP402A Develop techniques for composing music CUSMCP501A Compose music using electronic media CUSMLT401A Notate music for performance CUSMLT403A Analyse functional harmony CUSMLT501A Refine aural-perception skills.
CUS09 Music (Version 1.1) CUSMCP402A Develop techniques for composing music
CUSMCP402A
Unit Descriptor
Develop techniques for composing music

This unit describes the performance outcomes, skills and knowledge required to apply aural imagination and perception skills to compose a range of musical pieces. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Composers in all genres apply the skills and knowledge outlined in this unit. They could be creating music for a wide range of ensemble, band or solo performances, for such things as music theatre, corporate events, advertising, schools and computer games. This unit builds on skills covered in:
CUSMCP301A Compose simple songs or musical pieces.
Skills associated with using computer technology as the primary tool for composing music are covered in:
CUSMCP501A Compose music using electronic media. Unit Sector No sector assigned
ELEMENT 1. Explore ways of expressing ideas musically
In consultation with appropriate personnel , identify factors that may have an impact on how to approach the composition of music Consider the range of ways musical elements could be organised for different types of musical pieces and different purposes Clarify scope of composition brief with appropriate personnel Prepare a plan for completing work in line with the requirements of the brief and negotiate a contract as required Brief other people involved in the composition project as required Generate a range of musical ideas or starting points and experiment with options for realising them Investigate the potential of basic structural elements for achieving the desired effect Discuss options with appropriate personnel and refine ideas as required
2. Generate ideas for musical pieces
2.1 2.2 2.3 2.4 2.5 2.6
3. Create musical pieces
3.1 3.2 3.3 3.4 3.5
Develop and apply a range of compositional techniques to organise musical elements into working versions of musical pieces Listen to work in progress with appropriate personnel and seek feedback on how well compositions meet creative and technical requirements Incorporate ideas and suggestions into final compositions As required, attend rehearsals or performance workshops where compositions are being played and make any necessary adjustments to compositions Present all compositions in required format by agreed deadline Identify criteria to provide an effective measure of the success of own compositions Compare work against previous compositions to assess development of techniques and ideas Discuss strengths and weaknesses of compositions with appropriate personnel and identify strategies for improving own compositional techniques
4. Evaluate own musical compositions
4.1 4.2 4.3
Required skills
communication and teamwork skills sufficient to: discuss compositional requirements in a collaborative manner document plans for compositional projects respond positively to constructive feedback on own compositions listening skills in the context of: using aural imagination when manipulating musical elements analysing music instrumentation applying aural-perception skills to improve compositional outcomes initiative and enterprise skills in the context of: phrasing and shaping music appropriately expressing appropriate musical nuance demonstrating originality and innovative approaches in the use and organisation of extending musical boundaries for self and audience experimenting with the synthesis of musical ideas and materials from a range of composing appropriately for the context of venues, sound forces and perceived learning skills in the context of continuously improving composition techniques through planning, self-management and organisational skills sufficient to: prioritise work tasks meet deadlines plan the composition of musical pieces in a logical sequence work within established budgets and timeframes demonstrate reliability in all agreed work commitments
musical elements sources
audience taste
practice and refinement based on critical feedback
technology skills in the context of using music composition software at a working level of proficiency Required knowledge
well-developed understanding of musicianship issues, including: repertoire and music history relevant to area of specialisation instrumentation and orchestration musical protocols and customs for setting down music genres and styles, and their musical forms and conventions in written notation interpretation of chords, scales, melodies, forms, textures or other conventions found options for using computer applications to notate music copyright issues in relation to composing music
reading and writing music using written music notation, such as acoustic and electronic techniques for writing directions for: instrumentation voicing expression timbre attack pitch
dynamics
tempi
issues and challenges that typically arise in the context of composing music
performer ensemble member presenter designer: sound lighting costume make-up and hair special effects client marketing and promotions personnel artist's agent conductor tutor mentor.
purpose of musical composition, such as for: specific artist ensemble music theatre own personal development corporate purposes cultural purposes marketing and promotion educational purposes special communities special occasions public and/or religious ceremonies audio or video recordings for online products or
interactive games contractual arrangements available resources amount of time allocated to rehearsal available budget client's expectations intellectual property copyright online distribution considerations: file compression for streaming and downloading file formats promotional samples to accompany each piece timelines.
acoustics aesthetic qualities articulation attack beat cultural context duration dynamics expression form harmony/chords instrumentation interpretation intonation melody notation nuance orchestration ornamentation phrasing pitch relationship to song lyrics rhythm scales shape sound production suspensions tempo texture timbre/tone colour time signatures tonality transposition unity and contrast voicing volume. purpose number of musical pieces required duration of pieces musical genre instruments for which music is being composed budget required resources evaluation and review requirements timeline final format for compositions.
Scope of composition brief may include:
duration, general vision for and scope of the composition
material text and any associated collaboration required timelines budget instrumental and performing resources required for the work timetable that allows for unexpected developments and contingencies communication plan that ensures ongoing discussion and confirmation of the music being composed plan of music components and any text components map that clearly indicates duration requirements for sections of the work. milestones and payment schedule materials and facilities provided by both parties responsibilities of both parties role of any subcontracted personnel process for negotiating variations to the contract.
applying the theory and practice of harmony and
Compositional techniques may include:
counterpoint composing heads as starting points for jazz improvisation instrumentation generating workable rhythm section parts writing note combinations that sound good to the ear contrary motion writing parts creating introductions and endings using countermelodies re-harmonising chord progressions developing musical themes or motifs.
Format may be:

compose a selection of musical pieces in response to at apply well-developed aural skills to the composition work collaboratively with others involved in creating or
least two briefs process
performing the compositions.

access to an environment where music compositional access to appropriate range of instruments relevant to the
candidate's selected musical styles access to industry-current software, hardware and audio equipment for composing, orchestrating and setting down music access to scores relevant to the candidate's selected musical styles use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

evaluation of work plans prepared by the candidate direct observation of the candidate composing musical written or oral questioning to assess candidate's
pieces
understanding of musical elements and compositional techniques written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies and scenarios as a basis for discussion of issues and challenges that typically arise in the context of composing music in response to a brief.

CUFCMP301A Implement copyright arrangements CUSMCP401A Develop techniques for arranging music CUSMCP501A Compose music using electronic media CUSMLT401A Notate music for performance CUSMLT403A Analyse functional harmony CUSMLT501A Refine aural-perception skills.
CUS09 Music (Version 1.1) CUSMCP501A Compose music using electronic media
CUSMCP501A
Unit Descriptor
Compose music using electronic media

This unit describes the performance outcomes, skills and knowledge required to compose a range of musical pieces using technology-based applications. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Composers in all genres apply the skills and knowledge outlined in this unit. They could be creating music for a wide range of ensemble, band or solo performances, for such things as music theatre, corporate events, advertising, schools and computer games. Composers need well-developed aural-perception skills and sound understanding of the theory and practice of harmony and counterpoint, but those using electronic media as their primary composition tool must also have a high level of proficiency with electronic music equipment and software. This unit builds on skills covered in:
CUSMCP303A Develop simple musical pieces using
electronic media.
Unit Sector
No sector assigned
ELEMENT 1. Keep up to date with technologies that can be used to compose music
Undertake research to keep abreast of developments in computer software and hardware relevant to music composition Listen to recordings of music composed using electronic devices as a way of generating ideas in relation to own music practice In consultation with appropriate personnel , identify factors that may have an impact on how electronic devices can be incorporated into the composition of planned pieces
2. Generate ideas for musical pieces
2.1 2.2 2.3 2.4 2.5 2.6
Clarify scope of composition brief with appropriate personnel Prepare a plan for completing work in line with the requirements of the brief and negotiate a contract as required Brief other people involved in the composition project as required Use features of relevant software and/or electronic devices to generate a range of musical ideas or starting points and experiment with options for realising them Investigate the potential of basic structural elements for achieving the desired effect Discuss options with appropriate personnel and refine ideas as required Use electronic media to apply a range of compositional techniques to organise musical elements into working versions of musical pieces Listen to work in progress with appropriate personnel and seek feedback on how well compositions meet creative and technical requirements Incorporate ideas and suggestions into final compositions As required, attend rehearsals or performance workshops where compositions are being played and make any necessary adjustments to compositions Present all compositions in required file format by agreed deadline Identify criteria to provide an effective measure of the success of own compositions Compare work against previous compositions to assess development of techniques and ideas Discuss strengths and weaknesses of compositions with appropriate personnel and identify strategies for improving own skills in composing music using electronic media
3. Create musical pieces
3.1 3.2 3.3 3.4 3.5
4. Evaluate own musical compositions
4.1 4.2 4.3
Required skills
communication and teamwork skills sufficient to: undertake research into development of computer technologies relevant to music discuss compositional requirements in a collaborative manner document plans for compositional projects respond positively to constructive feedback on own performance
composition
literacy skills sufficient to read and understand software user manuals listening skills in the context of: using aural imagination when manipulating musical elements analysing music instrumentation applying aural-perception skills to improve compositional outcomes initiative and enterprise skills in the context of: using technology as a creative tool to compose music phrasing and shaping music appropriately expressing appropriate musical nuance demonstrating originality and innovative approaches in the use and organisation of
musical elements extending musical boundaries for self and audience experimenting with the synthesis of musical ideas and materials from a range of sources learning skills sufficient to keep up to date with new versions of software applications relevant to composing music planning, self-management and organisational skills sufficient to: prioritise work tasks meet deadlines plan the composition of musical pieces in a logical sequence work within established budgets and timeframes demonstrate reliability in all agreed work commitments problem-solving skills sufficient to plan for contingencies technology skills sufficient to use industry-standard software applications and computer hardware relevant to composing music Required knowledge
industry knowledge including: musical terminology, systems, elements and genres group and solo performance protocols and customs instrumentation and orchestration musical protocols and customs for setting down music features of a range of hardware and software tools/packages for composing music fusion of music technology and music composition copyright issues associated with composing music
and generating music scores
issues and challenges that typically arise in the context of composing music using OHS principles of: safe listening, including safeguards against hearing loss
electronic media
Undertaking research may involve:
keeping abreast of industry trends through: searching the internet reading industry publications attending trade shows participating in conferences and master classes participating in online discussion forums.
Pro Tools Logic Cubase Ableton Live Reason Nuendo Garage Band Digital Performer Soundscape Sonic Studio.
client software developer and programmer performer ensemble member presenter musical director production manager sound engineer designer: sound lighting special effects computer games artist's agent tutor mentor.
client's expectations purpose of composition, such as music being composed
for: live performances film/TV productions online products interactive games availability of appropriate technological/software resources own level of expertise in using relevant computer software and hardware available budget intellectual property technical parameters, including: technology constraints console platform bandwidth memory/RAM timelines.
Scope of composition brief may include:
purpose number of musical pieces required duration of pieces musical genre range of virtual instruments to be included in composition any specialists required collaboration required with other creative and operational personnel, such as: film/TV directors and producers sound editors and other post-production personnel sound recordists game designers budget preferred software application to be used evaluation and review requirements timeline final format for compositions.
material text and any associated collaboration required timelines budget technological resources required for the work timetable that allows for unexpected developments and contingencies communication plan that ensures ongoing discussion and confirmation of the music being composed plan of music components and any text components map that clearly indicates duration requirements for sections of the work.
acoustics aesthetic qualities articulation attack beat cultural context duration dynamics expression form harmony/chords instrumentation interpretation intonation melody notation nuance orchestration ornamentation phrasing pitch relationship to song lyrics rhythm scales shape sound production suspensions tempo texture timbre/tone colour time signatures tonality transposition unity and contrast voicing volume. DAT AIFF AC3 WAV broadcast WAV format (BWF) WMA MIDI OGG advanced audio coding (AAC) Apple Lossless Real Audio QuickTime MP3.

compose a selection of musical pieces using electronic apply well-developed aural skills to the composition work collaboratively with others involved in creating or
media in response to at least two briefs process
performing the compositions.

access to an environment where music compositional access to industry-current software, hardware and audio
equipment for composing, orchestrating and setting down music use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

evaluation of work plans prepared by the candidate direct observation of the candidate composing musical written or oral questioning to assess candidate's
pieces using electronic media
understanding of musical elements and compositional techniques using electronic media written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies and scenarios as a basis for discussion of issues and challenges that typically arise in the context of composing music using electronic media.
CUS09 Music (Version 1.1) CUSMCP502A Compose music for screen
CUSMCP502A
Unit Descriptor
Compose music for screen

This unit describes the performance outcomes, skills and knowledge required to compose music for screen productions. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Screen composers write music to synchronise with film and video sequences. Music is used in a range of ways, for example, to create mood, a sense of location, an historical period or film genre. It is also used to link scenes and complement action sequences, such as car chases. Because music for film is usually written and recorded very late in the process, screen composers work to extremely tight deadlines. In addition to music compositional skills, they need thorough understanding of the screen production process since they work closely with producers, directors, sound recordists and post-production personnel.
Unit Sector
No sector assigned
ELEMENT 1. Participate in pre-production phase of screen productions
In consultation with appropriate personnel , clarify all aspects of screen music composition briefs, including production values As required, undertake research into the style and other aspects of music appropriate to the content or storyline of the screen production Use a shot list to map musical events and durations to film shots Determine which moving image sequences require theme and incidental music Establish a routine with the director and film editor for viewing material which has been shot to keep track of any implications for the composition of music Organise resources required for composing music in line with production requirements Prepare a plan for completing work in line with the requirements of the brief and negotiate a contract as required Brief other people involved in the composition project as required Generate a range of musical ideas or starting points and experiment with options for realising them Investigate the potential of basic structural elements for achieving desired effects Discuss options with appropriate personnel and refine ideas as required
2. Generate ideas for screen music
2.1 2.2 2.3 2.4 2.5
3. Create and orchestrate theme and incidental music
3.1 3.2 3.3 3.4 3.5 3.6
Apply a range of compositional techniques to organise musical elements into working versions of theme and incidental music Orchestrate sound and themes appropriately for the context of each sequence and to ensure musical continuity through the whole soundtrack Where live music is to be used, ensure that all parts are available to appropriate personnel in a timely manner Listen to work in progress with appropriate personnel and seek feedback on how well compositions meet creative and technical requirements Incorporate ideas and suggestions into final compositions Collaborate with appropriate personnel on the compilation of the final music soundtrack In consultation with appropriate personnel identify aspects of the composition and soundtrack compilation process that worked well and those that could be improved Evaluate the quality and success of the music soundtrack in meeting production requirements and planned outcomes Evaluate own role in operations and note areas for improvement Provide feedback to team members on their performance as required Use results of evaluation to improve own work practices
4. Evaluate work
4.1 4.2 4.3 4.4 4.5
Required skills
communication and teamwork skills sufficient to: discuss compositional requirements in a collaborative manner read and interpret screen music briefs and film shot lists document plans for screen composition projects respond positively to constructive feedback on own work provide constructive feedback to others involved in the screen music composition and listening skills in the context of: using aural imagination when manipulating musical elements analysing music instrumentation applying aural-perception skills to improve compositional outcomes initiative and enterprise skills in the context of: relating sounds to images and concepts in a creative way phrasing and shaping music appropriately expressing appropriate musical nuance demonstrating originality and innovative approaches in the use and organisation of
soundtrack compilation process
musical elements experimenting with the synthesis of musical ideas and materials from a range of sources learning skills sufficient to keep up to date with new versions of software applications relevant to composing music planning, self-management and organisational skills sufficient to: prioritise work tasks meet deadlines plan the composition of musical pieces in a logical sequence work within established budgets and timeframes demonstrate reliability in all agreed work commitments problem-solving skills sufficient to plan for contingencies technology skills sufficient to use industry-standard software applications and computer hardware relevant to composing music Required knowledge
well-developed understanding of: principles and techniques involved in composing and compiling music for screen computer technologies relevant to composing music film-making aesthetics, processes, personnel and technologies issues and challenges that typically arise in the context of composing music for
productions
music knowledge, including: musical styles musical concepts and ideas in the context of composing music for screen productions typical formats for music composition plans instrumentation and orchestration musical protocols and customs for setting down music features of a range of hardware and software tools/packages for composing music musical terminology, systems, elements and genres copyright law and permissions
screen productions
OHS principles of: safe listening, including safeguards against hearing loss using a computer and keyboard for periods of time
musician performer composer musical assistant music mixer music supervisor effects editor effects mixer sound recordist re-recording mixer audio operator and dubbing machine operator audio and sound engineer broadcaster, e.g. remote broadcast engineer director producer post-production editor program manager sound designer lighting designer film/video crew.
Aspects of the brief may include:
nature of music required relationship between the composer, producer, director responsibility for and access to necessary equipment and
and technical staff
assistance remuneration, including: payment and payment details for the composer contingency details consideration of own and possible on-costs in generating the music copyright, royalty and licensing issues levels of responsibility timelines budgets materials and facilities production schedule.
Production values may include:
artistic style and quality overall sound quality aligned with production vision performance quality manifested in recordings position and blend of sound sources relative levels of sound sources transitions between sound sources overall sound balance clarity of sound colour of sound and sound textures texture timbre orchestration attack articulation dynamics melody and harmony mood/phrasing and expression.
Resources may include:
music recording and mixing equipment MIDI electronic hardware and software for generating or
orchestrating music sequencers DAT sound effects personnel.
Productions may include:
feature films documentaries animated productions short films commercials filmed events or performances music videos television productions of any type.
material text and any associated collaboration required timelines budget instrumental and performing resources required for the work timetable that allows for unexpected developments and contingencies communication plan that ensures ongoing discussion and confirmation of the music being composed plan of music components and any text components map that clearly indicates duration requirements for sections of the work.
acoustics aesthetic qualities articulation attack beat cultural context duration dynamics expression form harmony/chords instrumentation interpretation intonation melody notation nuance orchestration ornamentation phrasing pitch relationship to song lyrics rhythm scales shape sound production suspensions tempo texture timbre/tone colour time signatures tonality transposition unity and contrast voicing volume.
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

prepare an appropriate response to at least two screen compose music for at least two screen productions apply well-developed aural skills to the composition work creatively, collaboratively and constructively in a
music composition briefs process
team environment.

access to screen productions that require the composition access to industry-current software, hardware and audio
of music
equipment for composing, orchestrating and setting down music use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

evaluation of work plans and responses to screen music direct observation of the candidate composing musical written or oral questioning to assess candidate's
composition briefs prepared by the candidate pieces using electronic media
understanding of musical elements and compositional techniques written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies and scenarios as a basis for discussion of issues and challenges that typically arise in the context of composing music for screen productions.
CUFCMP501A Manage and exploit copyright
arrangements CUSMCP501A Compose music using electronic media CUSSOU505A Compile music for soundtracks .
CUS09 Music (Version 1.1) CUSMCP503A Prepare compositions for publishing
CUSMCP503A
Unit Descriptor
Prepare compositions for publishing

This unit describes the performance outcomes, skills and knowledge required to prepare compositions for electronic or print publishing. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Music copyists apply the skills and knowledge outlined in this unit. They may be required to take the hand-written score of a composer and enter the notation into a computer program, such as Finale or Sibelius. Alternatively, the score could be print-based and they work closely with editing personnel at the publishing house. With the advent of music notation software applications, many composers and arrangers prepare their own music for publication.
No sector assigned
Unit Sector
ELEMENT 1. Clarify music publishing requirements
PERFORMANCE CRITERIA 1.1 1.2 1.3 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8
In consultation with appropriate personnel , clarify all aspects of music publishing briefs Negotiate a contract for services as required Organise required resources in a timely fashion Produce clear and accurate notation of individual parts Adjust work for particular instruments, including range, tone and balance Transcribe music from audio sources as required Set down work using methods and conventions appropriate to the context and musical style Proof notated music to ensure consistency in the spelling of rhythmic, harmonic and melodic notation Seek advice from appropriate specialists to resolve issues with music sources, including copyright clearances and intellectual property rights Discuss work in progress with appropriate personnel and incorporate feedback as required Complete and present work in the required format by agreed deadline Seek feedback from appropriate personnel on the process used to prepare music for publishing Identify personal strengths and weaknesses as a means of improving own work Undertake professional development activities as required
2. Prepare music in required format
3. Review work
3.1 3.2 3.3
Required skills
communication and teamwork skills sufficient to: interpret and respond to music publishing briefs set down music in a required format work collaboratively with music publishers and composers respond positively to constructive feedback on own work initiative and enterprise skills in the context of: anticipating and resolving issues associated with preparing compositions for facilitating improved performance through accurate and thoughtful preparation of planning, self-management and organisational skills sufficient to: prioritise work tasks meet deadlines plan the preparation of compositions for publishing in a logical sequence work within established budgets and timeframes demonstrate reliability in all agreed work commitments problem-solving skills sufficient to: plan for contingencies transpose music accurately technology skills sufficient to: use industry-standard software applications relevant to notating music transcribe music from audio sources
publishing
music for publishing
learning skills sufficient to keep up to date with new versions of software applications relevant to notating music Required knowledge
well-developed understanding of musicianship issues, including: repertoire relevant to chosen musical specialisation publishers' requirements in relation to notation of music musical protocols and customs for notating and editing notation of music song-writing techniques genres and styles, and their musical forms and conventions in written notation interpretation of chords, scales, melodies, forms, textures or other conventions found copyright issues and intellectual property rights in the context of preparing compositions
for publishing
issues and challenges that typically arise in the context of preparing compositions for publishing
composer representative of music publishing company music editor musical director producer performer mentor teacher coach tutor conductor agent.
Aspects of briefs may include:
musical editions to be used instrumental/vocal forces required for the publication types and number of scores or other music resources format for presentation of material: computer-generated paper-based how publications are to be distributed: hard copy online remuneration levels of responsibility timelines budgets copyright issues intellectual property rights.
required
scores printed music recordings software applications: Finale Sibelius subcontractors.
Notation may include:
correct transposition spacing of rests correct adjustment of repeats in line with the full score accurate conversion of expression marks from the full score accurate and consistent interpretation of full score markings in individual parts consistent bow markings through all parts.

Sources of specialist advice may include:
journals online resources industry/professional associations legislation, e.g. Copyright Act and amendments conductors directors composers principal performers music publishers musicologists music scholars.
Format may be:
computer-generated paper-based. courses or master classes working with practitioners who are experienced in score
preparation/print music publishing attending industry events.

prepare at least three compositions for publishing, at least notate music accurately demonstrate understanding of copyright and intellectual work cooperatively with music publishers, composers and
one of which must have parts
property rights in the context of publishing music
others involved in the process of preparing compositions for publishing.

opportunities for preparing compositions for publishing access to printed scores or recorded performances use of culturally appropriate processes, and techniques

direct observation or video recording of the candidate authenticated samples of music prepared for publication
preparing compositions for publishing
by the candidate with candidate's self-evaluation written or oral questioning or interview to test knowledge as listed in the required knowledge section of this unit case studies as a basis for discussion of issues and challenges that arise in the context of preparing compositions for publishing.
arrangements CUSMCP401A Develop techniques for arranging music CUSMCP402A Develop techniques for composing music CUSMCP501A Compose music using electronic media CUSMLT401A Notate music for performance CUSIND501A Apply music knowledge and artistic judgement.
CUS09 Music (Version 1.1) CUSMCP601A Extend techniques for composing music
CUSMCP601A
Unit Descriptor
Extend techniques for composing music

This unit describes the performance outcomes, skills and knowledge required to develop high-level music composition skills. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit builds on CUSMCP402A Develop techniques for composing music, and can apply to refining techniques for composing music in any music genre, as well as in all performance and recording contexts. A higher level of competence in areas such as aural imagination, melodic development, instrumentation and orchestration is required of composers as they seek to establish a reputation for themselves in the industry. They are expected to show a real commitment to improving their techniques in ways that enable them to extend the range of compositional briefs to which they can confidently respond. A willingness to act on feedback from colleagues and mentors is also essential.
Unit Sector
No sector assigned
ELEMENT 1. Set professional development goals
In consultation with appropriate personnel , listen to recordings of own compositions in the context of setting professional development goals Discuss factors that contribute to excellence in music composition and incorporate them into professional development goals as appropriate Listen to the work of master composers and consider techniques that could be applied to own practice Establish criteria for monitoring and evaluating the success of own skill development Develop a practice plan that incorporates realistic goals as a basis for refining composition techniques Implement networking strategies to develop relationships that will assist in the process of enhancing own professional practice Seek feedback on and critically review a sample of own compositions in terms of how well they fulfilled their respective briefs Experiment with ways of enhancing those compositions to produce better outcomes Use opportunities to discuss revised compositions with peers and/or mentors and incorporate their critical feedback into continuous improvement strategies
2. Use personal practice time to refine techniques
2.1 2.2 2.3
3. Compose music
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8
Seek music compositional work that extends the range of own practice and helps to build confidence in own ability to respond to creative challenges In response to briefs, generate a range of musical ideas or starting points and experiment with options for realising them Discuss options with appropriate personnel and refine ideas as required Apply a full range of compositional techniques to organise musical elements into working versions of musical pieces Listen to work in progress with appropriate personnel and seek feedback on how well compositions meet creative and technical requirements Incorporate ideas and suggestions into final compositions As required, attend rehearsals or performance workshops where compositions are being played and make any necessary adjustments to compositions Present all compositions in required format by agreed deadline Compare work against previous compositions to assess development of techniques and ideas Evaluate level of improvement in own compositional techniques against agreed criteria Seek feedback on compositions from appropriate personnel and incorporate their suggestions and ideas into own continuous improvement strategies
4. Evaluate own skill development
4.1 4.2 4.3
Required skills
communication and teamwork skills sufficient to: discuss compositional requirements in a collaborative manner respond positively to constructive feedback on own compositions actively participate in industry and community networks as a way of extending own listening skills in the context of: using aural imagination when manipulating musical elements analysing music instrumentation applying aural-perception skills to improve compositional outcomes initiative and enterprise skills in the context of: phrasing and shaping music appropriately expressing appropriate musical nuance demonstrating originality and innovative approaches in the use and organisation of
professional practice
musical elements extending musical boundaries for self and audience experimenting with the synthesis of musical ideas and materials from a range of sources composing appropriately for the context of venues, sound forces and perceived audience taste self-management and learning skills in the context of: setting professional development goals monitoring and evaluating effectiveness of own compositions improving music composition techniques through experimentation and practice planning and organisational skills sufficient to: prioritise work tasks meet deadlines plan the composition of musical pieces in a logical sequence work within established budgets and timeframes demonstrate reliability in all agreed work commitments
technology skills in the context of using music composition software at a working level of proficiency Required knowledge
well-developed understanding of musicianship issues, including: repertoire and music history relevant to area of specialisation instrumentation and orchestration musical protocols and customs for setting down music genres and styles, and their musical forms and conventions in written notation interpretation of chords, scales, melodies, forms, textures or other conventions found copyright law and permissions reading and writing music using written music notation, such as acoustic and electronic techniques for writing directions for: instrumentation voicing expression
options for using computer applications to notate music
timbre attack pitch tempi dynamics
issues and challenges that typically arise in the context of extending techniques for composing music
mentor coach peer performer client.
aural imagination aural-perception skills specialising in a particular style of music and establishing specialising in composing music for particular
a niche for oneself
performance contexts, such as: classical music ensemble jazz ensemble opera defence force band electronic dance music ability to write lyrics level of expertise in composing music using electronic media ability to compose in a range of styles to suit different purposes, such as: screen music community music dance theatre musical theatre interactive multimedia advertising music library music.
applying the theory and practice of harmony and composing heads as starting points for jazz improvisation constructing phrasing techniques appropriate to the evaluating the appropriate use of dynamics for various
counterpoint
musical genre
instruments instrumentation orchestration generating workable rhythm section parts contrary motion writing parts writing for different instruments creating introductions and endings using countermelodies advanced melodic development developing musical themes or motifs.
Criteria may include:
application of advanced harmonic, melodic and rhythmic increased level of expertise in composing music using increased range of compositional techniques used increased level of confidence in composing music for
concepts
electronic media
different purposes audience response increased positive feedback from clients, mentors and peers. Networking strategies may include:
membership of industry and/or professional associations participating in conferences or seminars distributing personal marketing material to potential maintaining regular contact with other composers participating in online discussion groups.
clients
Format may be:

plan and monitor progress in own skill development compose, in response to at least two briefs, a selection of
musical pieces that demonstrate an advanced understanding of compositional techniques apply well-developed aural skills to the composition process work collaboratively with others involved in creating or performing the compositions respond positively to constructive feedback on own compositions. Assessment must ensure:
access to an environment where music compositional
access to appropriate range of instruments relevant to the access to industry-current software, hardware and audio
candidate's selected musical styles
equipment for composing, orchestrating and setting down music access to scores relevant to the candidate's selected musical styles use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

direct observation of the candidate composing musical process diary detailing practice planning, goals and written or oral questioning on professional development relevant samples of artistic work with candidate's authenticated details of relevant artistic and/or written or oral questioning to assess candidate's
pieces
strategies
strategies, planning and career goals evaluation
commercial achievements
understanding of musical elements and compositional techniques case studies and scenarios as a basis for discussing issues about refining techniques for composing music.
CUS09 Music (Version 1.1) CUSMCP602A Extend techniques for arranging music
CUSMCP602A
Unit Descriptor
Extend techniques for arranging music

This unit describes the performance outcomes, skills and knowledge required to develop high-level skills in arranging music. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit builds on CUSMCP401A Develop techniques for arranging music, and can apply to refining techniques for arranging music in any music genre, as well as in all performance and recording contexts. A higher level of competence in areas such as aural imagination, melodic development, instrumentation and orchestration is required of arrangers as they seek to establish a reputation for themselves in the industry. They are expected to show a real commitment to improving their techniques in ways that enable them to extend the range of music-arranging briefs to which they can confidently respond. A willingness to act on feedback from colleagues and mentors is also essential.
Unit Sector
No sector assigned
In consultation with appropriate personnel , listen to recordings of own music arrangements in the context of setting professional development goals Discuss factors that contribute to excellence in arranging music and incorporate them into professional development goals as appropriate Listen to the work of master composers and arrangers and consider techniques that could be applied to own practice Establish criteria for monitoring and evaluating the success of own skill development Develop a practice plan that incorporates realistic goals as a basis for refining music-arranging techniques Implement networking strategies to develop relationships that will assist in the process of enhancing own professional practice Seek feedback on and critically review a sample of own arrangements in terms of how well they fulfilled their respective briefs Experiment with ways of enhancing those arrangements to produce better outcomes Use opportunities to discuss revised arrangements with peers and/or mentors and incorporate their critical feedback into continuous improvement strategies
2.1 2.2 2.3
3. Arrange music
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9
Seek music arranging work that extends the range of own practice and helps to build confidence in own ability to respond to creative challenges In response to briefs, generate a range of musical ideas or starting points and experiment with options for realising them Discuss options with appropriate personnel and refine ideas as required Apply a full range of techniques to organise musical elements into working versions of musical pieces Obtain copyright clearances and address issues regarding intellectual property rights as required Listen to work in progress with appropriate personnel and seek feedback on how well arrangements meet creative and technical requirements Incorporate ideas and suggestions into final arrangements As required, attend rehearsals or performance workshops where arrangements are being played and make any necessary adjustments Present all arrangements in required format by agreed deadline Compare work against previous arrangements to assess development of techniques and ideas Evaluate level of improvement in own music-arranging techniques against agreed criteria Seek feedback on arrangements from appropriate personnel and incorporate their suggestions and ideas into own continuous improvement strategies
4.1 4.2 4.3
Required skills
communication and teamwork skills sufficient to: discuss music arranging requirements in a collaborative manner respond positively to constructive feedback on own arrangements actively participate in industry and community networks as a way of extending own listening skills in the context of: using aural imagination when manipulating musical elements analysing music instrumentation applying aural-perception skills to enhance the sound of original compositions initiative and enterprise skills in the context of: phrasing and shaping music appropriately giving the finished work a stylistically convincing sound demonstrating originality and innovative approaches in the use and organisation of
professional practice
musical elements incorporating melodic and harmonic components to give arrangements a musically distinctive sound arranging music appropriately for the context of venues and perceived audience taste self-management and learning skills in the context of: setting professional development goals monitoring and evaluating effectiveness of own arrangements improving music-arranging techniques through experimentation and practice planning and organisational skills sufficient to: prioritise work tasks meet deadlines plan the arrangement of musical pieces in a logical sequence work within established budgets and timeframes demonstrate reliability in all agreed work commitments technology skills in the context of using music composition and arranging software at a working level of proficiency Required knowledge
well-developed understanding of musicianship issues, including: repertoire and music history relevant to area of specialisation instrumentation and orchestration musical protocols and customs for setting down music genres and styles, and their musical forms and conventions in written notation interpretation of chords, scales, melodies, forms, textures or other conventions found
within music notation options for using computer applications to notate music copyright law and permissions reading and writing music using written music notation, such as acoustic and electronic scores, sheet music and chord charts techniques for writing directions for: instrumentation voicing expression timbre attack
tempi dynamics
pitch
issues and challenges that typically arise in the context of extending techniques for arranging music
composer songwriter music publisher mentor coach peer performer client.
aural imagination aural-perception skills specialising in a particular style of music and establishing
a niche for oneself specialising in arranging music for particular performance, composition or recording contexts, such as: classical music ensemble jazz ensemble opera solo artist songwriter defence force band electronic dance music ability to write lyrics level of expertise in composing and arranging music using electronic media ability to arrange music in a range of styles to suit different purposes, such as: screen music community music dance theatre musical theatre interactive multimedia advertising music library music.
transforming songs from their basic form into
designing melodic development sweetening rhythm tracks by writing parts for different generating harmony vocals creative use of countermelodic devices specific to writing material that fits comfortably with the standard
authentic-sounding performances or recordings instruments
different styles of music
technique of a particular instrument or voice adding original music simplifying music for specific target markets rounding off rhythms and pitches applying guide tones using counterpoint composing heads as starting points for jazz improvisation instrumentation writing note combinations that sound good to the ear contrary motion writing parts creating introductions and endings using countermelodies re-harmonising chord progressions developing musical themes or motifs.
application of advanced harmonic, melodic and rhythmic increased level of expertise in arranging music using increased range of music arrangement techniques used increased level of confidence in arranging music for audience response increased positive feedback from clients, mentors and
concepts
electronic media
different purposes peers.
Networking strategies may include:
membership of industry and/or professional associations participating in conferences or seminars distributing personal marketing material to potential maintaining regular contact with other composers and participating in online discussion groups.
clients
arrangers
Format may be:

plan and monitor progress in own skill development arrange, in response to at least two briefs, a selection of
musical pieces that demonstrate an advanced understanding of music-arranging techniques apply well-developed aural skills to the music arrangement process work collaboratively with others involved in creating or performing the music arrangements respond positively to constructive feedback on own arrangements. Assessment must ensure:
access to an environment where music arranging skills access to industry-current software, hardware and audio
can be applied
equipment for composing, arranging, orchestrating and setting down music access to scores relevant to the candidate's selected musical styles use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

direct observation of the candidate arranging musical process diary detailing practice planning, goals and written or oral questioning on professional development relevant samples of artistic work with candidate's authenticated details of relevant artistic and/or written or oral questioning to assess candidate's
pieces
strategies
strategies, planning and career goals evaluation
understanding of musical elements and music-arranging techniques case studies and scenarios as a basis for discussing issues about refining techniques for arranging music.
CUS09 Music (Version 1.1) CUSMGT401A Manage distribution of music and associated products
CUSMGT401A
Unit Descriptor
Manage distribution of music and associated products

This unit describes the performance outcomes, skills and knowledge required to manage the distribution of music in both physical and digital formats, as well as products associated with the music. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Those responsible for managing the process of distributing the music and merchandise associated with an artist or act apply the skills and knowledge outlined in this unit. The unit may apply to artists, musical publishers, digital distributors/aggregators in association with independent labels, as well as those who work in record companies. The market for physical products, such as CDs, is contracting as consumers turn to online stores to purchase music in more flexible ways. Therefore digital distribution of music is becoming the dominant distribution mode.
Unit Sector
No sector assigned
ELEMENT 1. Distribute physical products
In consultation with relevant personnel determine the range of physical products to be promoted and distributed Ensure that contracts clearly state the rights and obligations of all parties with regard to distribution of music and associated products Manage the distribution of physical products to retail outlets as required Ensure that accurate records are kept of products distributed Ensure that income from sales of products is distributed in line with contractual agreements Ensure that artists, songwriters and composers understand different business models for digital distribution of their music Ensure that artists, songwriters and composers understand their rights under a digital distribution deal Supply music for digital distribution in the required format Contribute to the promotion of music and associated products through media outlets as required Ensure that accurate records are kept of music distributed Ensure that income from sales of music is distributed in line with contractual agreements
2. Manage digital distribution of music
2.1 2.2 2.3 2.4 2.5 2.6
3. Evaluate distribution strategies
3.1 3.2 3.3
Assess the impact and effectiveness of distribution strategies Analyse costs and timelines to evaluate benefits arising from distribution strategies In consultation with relevant personnel, revise distribution strategies as required
Required skills
research and literacy skills sufficient to access reliable information on business models
for the distribution of music and associated products communication and teamwork skills sufficient to: liaise effectively with a range artists and personnel involved in the distribution of music and associated products work cooperatively in a team environment initiative and enterprise skills sufficient to establish and manage viable distribution arrangements planning and organisational skills sufficient to plan and implement viable distribution arrangements problem-solving skills sufficient to manage contingencies in distribution activities self-management skills sufficient to: set priorities and apply time-management strategies work within established budgets and timeframes technical skills sufficient to: use the internet to access information
use software applications to track sales of music distributed digitally Required knowledge new and emerging business trends and models in the music industry planning processes for organising the distribution of music and associated products types of royalty income due to artists, composers and songwriters relevant legislation, regulations and codes of practice, including: copyright and intellectual property ethical standards, privacy and confidentiality OHS role and functions of: industry personnel music retail outlets music publishing companies record companies digital distributors/aggregators national and international music industry associations

issues and challenges that typically arise in the context of managing the distribution of music and associated products
artists and performers composers songwriters artist managers publishers record companies digital distributors/aggregators advertising agencies public relations companies media personnel, such as: broadcasters critics journalists.
Physical products may include:
CDs DVDs merchandise, such as: T-shirts posters stickers mugs gimmicky objects.
Rights may include the right to:
assign or retain all rights in the music distribute through multiple agencies vary the product range opt out of a contract or agreement set prices. covering the cost of making products distributing products to retail outlets tracking sales and returns keeping records distributing income from sales.
Obligations may include the party responsible for:
Records may include:
type of physical or digital product number of products retail outlets date when products were supplied to retail outlets contact details at retail outlets number of sales number of returns items out of stock estimated date for new stock back orders for stock damage to stock delivery method contact details at delivery companies.
Business models may include:
artist's music publishing company dealing through a
collection agency with online outlets, such as iTunes and Amazon MP3 on their behalf artists using a digital distributor to deal with online outlets using business models, such as: fee for service subscription upload fee and royalty percentage.

Required format may include:
single tracks albums audio files in format nominated by distribution agency cover artwork in format nominated by distribution agency barcode (universal product code [UPC]) international standard recording code (ISRC). writing media releases assisting artists to compile resumes distributing artists' resumes organising media interviews for artists.
Contributing to promotional activities may include:
Media outlets may include:
print television radio internet, including: artists' websites broadcast email lists YouTube Facebook MySpace blogs digital communication devices, e.g. mobile phones.

develop viable strategies to distribute music and manage the digital distribution of music work cooperatively with others involved in the distribution
associated products
of music and associated products.

access to an environment where distribution of music and access to artists and digital distributors/aggregators use of culturally appropriate processes, and techniques
associated products is required

case studies to assess candidate's ability to communicate
effectively in a range of situations dealing with the distribution of music and associated products written or oral questioning to assess knowledge as listed in the required knowledge section of this unit problem-solving activities to assess ability to manage contingencies in the process of distributing music and associated products.
CUS09 Music (Version 1.1) CUSMGT402A Administer music publishing income
CUSMGT402A
Unit Descriptor
Administer music publishing income

This unit describes the performance outcomes, skills and knowledge required to calculate, collect and distribute publishing income. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Music publishers, employees of collection societies and artist managers apply the skills and knowledge outlined in this unit. Collection societies, such as the Australasian Performing Rights Association (APRA) collect licence fees for the use of music by broadcasters and other entities, and distribute them as royalties to music copyright holders. These could be songwriters, composers or music publishing companies. Skills associated with negotiating and administering artists' royalty income derived from recordings of performances are covered in:
CUSMGT404A Administer artists' royalty income.
Unit Sector
No sector assigned
ELEMENT 1. Establish publishing agreements
Calculate publishing income in line with publishing agreements, copyright legislation and industry association agreements Negotiate and confirm royalties arising from the use of published works on behalf of originators Ensure royalty negotiations accurately and fairly reflect the commercial stature of originator Discuss, confirm and document publishing agreement with originator Ensure terms and conditions are agreed and incorporated into publishing agreement Ensure commercial interests of originator and publisher are balanced and clearly articulated Notify relevantagencies of publishing agreement Use standard administration procedures of relevant agencies to accurately and promptly report the use of published works Use relevant software to calculate royalties and apportion income in line with publishing agreement Distribute royalties to originators in line with publishing agreement
2. Collect and disperse publishing income
2.1 2.2 2.3 2.4
3. Monitor use of published works
3.1 3.2 3.3 4.1 4.2
Plan and implement strategies to monitor and report on the use of published works Monitor and build on attributes of published works Contact and negotiate with relevant agencies to protect use of published works internationally Update files systematically to ensure currency and accuracy of records and reporting File new published works and notify relevant agencies promptly
4. Maintain accounts for published works
Required skills
research skills sufficient to trace and monitor the use and users of published works literacy skills sufficient to interpret publishing contracts and agreements numeracy skills sufficient to calculate royalty payments and apportion publishing income communication skills sufficient to negotiate publishing agreements with originators of
to originators of published works
published works and negotiate rates for the use of published works critical-thinking skills sufficient to analyse the use and users of published works initiative and enterprise skills sufficient to identify alternative approaches to monitoring the use of published works learning skills sufficient to maintain currency of music licensing knowledge planning and organisational skills sufficient to report on the use of published works problem-solving skills sufficient to address discrepancies in royalty calculations self-management skills sufficient to assess and prioritise own workload teamwork skills sufficient to build and maintain networks and relationships with originators and users of published works
technical skills sufficient to use licensing and/or accounting software Required knowledge
copyright legislation as it relates to licensing, publishing, rights and royalties: Copyright Act 1968 Copyright Amendment (Digital Agenda) Act 2000 revenue structures in the music industry types of royalty income due to composers and songwriters methods for calculating and distributing publishing income rights and obligations of publishers and originators of published works role and functions of: industry personnel music retail outlets music publishing companies record companies digital distributors/aggregators national and international music industry associations routine bookkeeping and accounting procedures typical features, requirements and terminology used in publishing contracts and
agreements
issues and challenges that typically arise in the context of administering publishing income
Publishing income may include:
mechanical income derived from audio-only recordings,
such as: retail sales demo/audition recordings educational recordings premiums ringtones downloads print income derived from printed works, e.g. sheet music sales public performance income derived from publicly performed works, such as: internet downloads live performances mobile phone ringtones radio television licensing/synchronisation income derived from audiovisual works, such as: DVD film television video.
Physical Product Licence Scheme: Australasian
Industry association agreements may include:
Joint Licence Scheme: Australasian Performing Rights
Mechanical Copyright Owners Society (AMCOS)
Association (APRA) and Australasian Mechanical Copyright Owners Society (AMCOS).
Royalties may include:
mechanical public performance, such as: advertising aerobic and fitness classes background/in-store music churches cinemas/film screenings dance clubs, including mobile discos dance schools jukebox and videos live music venues, e.g. clubs and hotels radio stations, including commercial, community and
narrowcast ringtone providers schools sporting arenas and stadiums television stations, including public, commercial, community, narrowcast and subscription webcasters sheet music synchronisation: production music original soundtrack material prerecorded and released material third-party goods and services.

Works may include:
songs jingles soundtracks compositions. songwriters composers arrangers lyric writers. term publishing administration deal single-song assignment sub-publishing work for hire.
Originator s may include:
Publishing agreement may include:
Terms and conditions may include:
advances royalty payment schedule: general public performance/communication sheet music synchronisation and covers assignment of copyright creative control duration, e.g. term and retention enforcement of rights goods and services tax (GST) independent advice jurisdiction notices obligation to exploit overseas income productivity commitment promises and warranties recoupment reversion of copyright termination territory. Australasian Performing Rights Association (APRA) Australasian Mechanical Copyright Owners Society
Agencies may include:
(AMCOS)
and in certain circumstances:

American Society of Composers, Authors and Publishers
(ASCAP) Copyright Agency Limited (CAL) Harry Fox Agency Mechanical Copyright Protection Society (MCPS) Performing Rights Society (PRS) Phonographic Performance Company of Australia (PPCA) Societe des Auteurs, Compositeurs et Editeurs de Musique (SACEM).

Attributes may include:
nature of promotional usage intended audiences and audience size rights granted to licensees nature of products associated with published work reputation of originator success enjoyed by published work territories in which published works are used.

analyse and assess licensing potential of relevant calculate, collect and distribute royalties negotiate publishing agreements.
published works

access to copyright and licensing legislation, including the
Copyright Act 1968 and Copyright Amendment (Digital Agenda) Act 2000 access to copyright licensing and accounting software access to industry association agreements access to publishers, originators and users of published works use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

case studies to assess candidate's ability to negotiate direct observation of candidate calculating, collecting and
publishing agreements
distributing publishing income written or oral questioning to assess knowledge of the process involved in collecting and distributing income from published works problem-solving activities to assess ability to calculate returns and apportion their distribution.
BSBPUR402B Negotiate contracts CUFCMP301A Implement copyright arrangements CUSIND401A Develop specialist expertise in the music CUSMGT401A Manage distribution of music and CUSMGT403A Manage licensing of music CUSMGT404A Administer artists' royalty income.
industry
associated products
CUS09 Music (Version 1.1) CUSMGT403A Manage licensing of music
CUSMGT403A
Unit Descriptor
Manage licensing of music

This unit covers the performance outcomes, skills and knowledge required to manage, promote and negotiate licensing of musical works. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Employees of music publishing companies apply the skills and knowledge described in this unit. They are responsible for promoting the use of material in a publisher's catalogue to prospective clients. They then negotiate licensing agreements with clients who want to use this material for their own purposes, such as in screen productions, broadcasts and mobile phone ringtones, and as mood music in public buildings. At times an artist manager may perform this role on behalf of artists.
No sector assigned
Unit Sector
ELEMENT 1. Promote works to clients
Plan strategies to promote listed works and originators of works Research and assess marketing opportunities for listed works using appropriate sources Identify and research users of publicly performed music to compile a list of potential clients Pitch material to potential clients Respond to requests for information on listed works from prospective clients Confirm that licensing of rights in works has been agreed by originator Discuss and confirm terms and conditions of licensing contract with originator Ensure licensing contract with client is free of conflicting claims or licences already granted or pending Support all parties during licensing negotiations, and resolve disputes as required Confirm licensing contract is accurate, understood by all parties and delivered within agreed timeframe Organise the assignment of rights in works as required Ensure all licensing contracts comply with licensing policy and royalty obligations Ensure licensing documentation is securely stored and readily available for retrieval to facilitate accurate royalty receipts and payments Ensure licensing documentation is regularly monitored and updated
2. Negotiate contracts
2.1 2.2 2.3 2.4 2.5 2.6
3. Administer licensing policy 3.1 and contracts 3.2 3.3
Required skills
research skills sufficient to: analyse markets assess promotional opportunities for listed works monitor industry developments affecting the licensing of music literacy skills sufficient to interpret licensing contracts numeracy skills sufficient to facilitate accurate royalty payments and records communication skills sufficient to negotiate licensing contracts and resolve disputes initiative and enterprise skills in the context of: identifying commercial potential of listed works pitching material to prospective clients learning skills sufficient to maintain currency of music licensing knowledge planning and organisational skills sufficient to plan effective promotional strategies self-management skills sufficient to set priorities to achieve planned outcomes teamwork skills sufficient to work constructively with users of listed works and originators
relating to licensing of listed works
of works
technical skills sufficient to use online copyright licensing software Required knowledge
copyright legislation as it relates to licensing, publishing, rights and royalties: Copyright Act 1968 Copyright Amendment (Digital Agenda) Act 2000 differences between: assignment and licensing of copyright copyright for composition, sound recordings and published editions mechanical, performing and synchronisation rights revenue structures in the music industry rights and obligations of publishers and originators of works role and functions of national and international music industry associations, such as: copyright collection performing/mechanical rights publishing routine recordkeeping procedures
typical features of and terminology used in licensing contracts
Strategies may include:
persuading artists and record companies to record listed
works persuading film and television production companies to commission new works from listed originators or use listed works promoting listed works to advertising agencies for use in commercials promoting reputation of listed originators.
recorded music: background music demonstration and audition recordings digital downloads and mobile phone ringtones educational recordings original soundtrack material premiums prerecorded and released production music (library music) sound samples and sequences sheet music.
Works may include:
Originators of works may include:
arrangers composers group collaborators lyricists performers writers.
industry associations: Australasian Music Publishers Association (AMPAL) Australasian Performing Rights Association (APRA) Australasian Mechanical Copyright Owners Society Australian Recording Industry Association (ARIA)
(AMCOS)
advertising agencies film and television production companies record companies electronic and print media providing: articles journals magazines news reviews subscriptions industrial relations publications, such as: bulletins letters magazines newsletters industry publications, such as: directories information sheets reference books technical publications internet libraries and archives retail outlets selling recorded music, including audiotapes, CDs, digital downloads, ringtones and vinyl retail outlets selling sheet music suppliers of products and services.
Users of publicly performed music may include:
screen production companies advertising agencies aerobic and fitness classes background music users churches cinemas and film screenings dance clubs, e.g. mobile discos dance schools digital service providers electrical appliance shops function centres and halls jukebox and video jukebox operators live music venues, e.g. clubs and hotels public transport operators radio stations, including: commercial community narrowcast ringtone providers schools shopping centres and malls sporting arenas and stadiums television stations, including: public commercial community narrowcast subscription webcasters.
accounting advances creative control credits duration, e.g. term and retention enforcement of rights exclusive and non-exclusive rights goods and services tax (GST) independent advice jurisdiction notices obligation to exploit overseas income productivity commitment promises and warranties recoupment royalty splits: public performance/communication sheet music synchronisation and covers schedule special negotiations: distribution of fees for collaborative projects fees for translators payment policies for producers, additional writers or accidental co-writers proportion of fees for music arrangements shared between originator and arranger whether payment should be a split with the originator on royalty payment as opposed to one-off fee for service termination territory. mechanical public performance or broadcast sheet music sundry synchronisation a combination of the above.
Licensing contract may include:
Assignment of rights involves:
copyright owner or authorised person signing an
agreement that transfers or sells one or more rights in the copyright owner's work to another entity specifying the terms under which the rights are assigned.
Licensing documentation may include:
broadcast reports collection agency reporting and return forms copyright records distribution files prescribed notices sales records and reports.

administer and negotiate licensing contracts administer and negotiate assignment of rights contracts promote listed works to potential clients.

access to copyright and licensing legislation, including the
Copyright Act 1968 and Copyright Amendment (Digital Agenda) Act 2000 access to copyright licensing software access to industry association agreements access to a list of works that could be licensed use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

case studies to assess ability to negotiate licensing
contracts direct observation of candidate managing, promoting and negotiating licensing of works written or oral questioning to assess knowledge of the legal and economic aspects of promoting the used of listed works.
CUS09 Music (Version 1.1) CUSMGT404A Administer artists' royalty income
CUSMGT404A
Unit Descriptor
Administer artists' royalty income

This unit describes the performance outcomes, skills and knowledge required to negotiate and distribute royalty and other income due to artists. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Employees of record companies, artist managers and, at times, artists apply the skills and knowledge outlined in this unit. They are responsible for negotiating financial agreements with artists about recording their performances for distribution through a range of physical and digital outlets. These agreements may also include subsidiary products, such as merchandise or the right of third parties to associate their brands with artists. Skills associated with administering royalty income to songwriters and composers for the use of their music are covered in:
CUSMGT402A Administer music publishing income.
Unit Sector
No sector assigned
ELEMENT 1. Clarify terms and conditions of agreements with artists
PERFORMANCE CRITERIA 1.1 1.2 1.3 1.4 1.5 1.6 1.7
Identify products and rights to be covered in agreements with artists Calculate income in line with contractual arrangements Negotiate and confirm royalties arising from the reproduction of artists' recordings Ensure royalty negotiations accurately and fairly reflect the commercial stature of artists Discuss, confirm and document terms and conditions to be included in agreements with artists Ensure commercial interests of artists and any third parties are balanced and clearly articulated Liaise with personnel responsible for drawing up contracts with artists to ensure that contracts reflect agreed terms and conditions Use relevant software to calculate royalties and income in line with agreements Distribute income to artists in line with agreements Update files systematically to ensure currency and accuracy of records and reporting Ensure that discrepancies in payments or queries are identified, resolved or referred to relevant personnel
2. Disperse income and maintain financial records
2.1 2.2 2.3 2.4
Required skills
literacy skills sufficient to interpret contracts and agreements numeracy skills sufficient to calculate royalty payments and apportion income to artists communication skills sufficient to negotiate terms and conditions of agreements with initiative and enterprise skills in the context of negotiating deals that maximise income
artists
for all parties to agreements learning skills sufficient to maintain currency of knowledge in relation to recording and other deals open to artists planning and organisational skills sufficient to: assemble information relevant to artists' agreements keep accurate records of agreements with artists problem-solving skills sufficient to address discrepancies in royalty calculations self-management skills sufficient to assess and prioritise own workload teamwork skills sufficient to build and maintain networks and relationships with artists and clients
technical skills sufficient to use standard word-processing and accounting software Required knowledge
copyright legislation as it relates to licensing, publishing, rights and royalties: Copyright Act 1968 Copyright Amendment (Digital Agenda) Act 2000 revenue structures in the music industry types of royalty income due to artists, composers and songwriters methods for calculating and distributing income to artists rights and obligations of artists, recording companies and third parties in agreements role and functions of: industry personnel music retail outlets music publishing companies record companies digital distributors/aggregators national and international music industry associations routine bookkeeping and accounting procedures typical features, requirements and terminology used in contracts and agreements with
artists
issues and challenges that typically arise in the context of administering artists' income
Products may include:
audio recordings: physical products, e.g. CDs digitally distributed video recordings: physical products, e.g. DVDs digitally distributed merchandise, such as: T-shirts posters stickers mugs gimmicky objects. brand association granted to a third party ownership of copyright in the recording other. solo performers, such as: singers instrumentalists dancers circus performers bands ensembles. royalties derived from audio-only recordings, such as: physical product sales digital downloads background/in-store music educational recordings premiums ringtones royalties derived from synchronisation rights from the use income from: public performance of recordings sale of merchandise rights licensed or assigned to third parties.
Rights may include:
Artists may include:
Income may include:
of sound recordings in audiovisual productions
Recordings may include:
recorded studio performances recorded live performances
advances royalty payment schedule royalty splits: general synchronisation public performance other assignment of copyright creative control duration, e.g. term and retention enforcement of rights goods and services tax (GST) independent advice jurisdiction notices obligation to exploit overseas income productivity commitment promises and warranties recoupment reversion of copyright termination territory. recording deals brand association arrangements other.
Agreements may cover:
manager accountant auditor artist artist manager.

negotiate terms and conditions of financial agreements calculate, collect and distribute income to artists in line
with artists
with agreements.

access to: copyright and licensing legislation, including the
Copyright Act 1968 and Copyright Amendment (Digital Agenda) Act 2000 word-processing and accounting software industry association agreements artists use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

case studies to assess the candidate's ability to negotiate
terms and conditions of financial agreements with artists direct observation of candidate calculating, collecting and distributing income to artists written or oral questioning to test knowledge as listed in the required knowledge section of this unit problem-solving activities to assess ability to calculate income and apportion their distribution.
BSBPUR402B Negotiate contracts CUSIND401A Develop specialist expertise in the music CUSMGT401A Manage distribution of music and CUSMGT402A Administer music publishing income CUSMGT403A Manage licensing of music CUSPUR501A Establish and manage recording
industry
associated products
contracts.
CUS09 Music (Version 1.1) CUSMGT502A Manage artists and their careers
CUSMGT502A
Unit Descriptor
Manage artists and their careers

This unit describes the performance outcomes, skills and knowledge required to manage the professional and career development of artists. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit covers the skills and knowledge associated with managing artists' careers. This involves the promotion of artists' learning needs as well as their artistic and career interests. This role would typically be undertaken by an artist manager, but may at times be undertaken by self-employed artists on behalf of a collaborative group. A background in accountancy, marketing or administration is useful since artist managers are responsible for managing budgets, contracts, financial plans and the financial aspects of advertising. Skills associated with marketing and promoting artists are covered in:
CUSMKG501A Manage the promotion of creative acts.
Unit Sector
No sector assigned
ELEMENT 1. Establish business relationships
Discuss, confirm and document contractual relationship with artists Use effective networking strategies with industry contacts to exploit business opportunities for artists Establish supportive business relationships with artists to ensure sustainable career outcomes Explore new and realistic opportunities with artists to maximise and exploit commercial advantage
2. Manage career development
2.1 2.2 2.3 2.4 2.5 2.6
Discuss and document realistic career plans with artists, ensuring career aspirations/potential are in line with realistic career goals Ensure that artists' repertoires are commercially viable and in line with realistic opportunities Ensure interests of artists are consistently aligned with agreed artistic and career goals when negotiating commercial opportunities Implement an impartiality clause when representing more than one artist, and ensure each artist is aware of their position within hierarchy of managed artists Assist artists to realise their full artistic potential, and provide objective assessments of artistic success in a manner and timeframe agreed by all parties Ensure negotiated obligations with artists are clearly communicated to all business partners Plan and agree on communication processes to be used in business relationships with artists Provide ongoing, accurate and objective copyright advice to artists Negotiate, confirm and record a financial plan with artists, and implement an appropriate system to record and monitor finances Report finances within legislative guidelines and make/accept payments within agreed timeframes Assess style, genre, repertoire and performance standard of artists to clarify market fit and potential Monitor and assess attractiveness of artists in local, regional, national and/or international markets Collaboratively develop self-image of artists in line with realistic promotional opportunities Negotiate performance opportunities and organise tours within context of financial risk analysis parameters and artists' commitment timeframes
3. Manage business relationships
3.1 3.2 3.3 3.4
4. Develop market position of artists
4.1 4.2 4.3 4.4
Required skills

research skills sufficient to identify market opportunities for artists literacy skills sufficient to prepare project proposals and promotional materials numeracy skills sufficient to develop structured funding plans communication skills sufficient to: advise artists on industrial relations, OHS and financial issues advise artists on the commercial feasibility of their repertoire maintain comprehensive business networks to promote artists' careers mentor and counsel artists effectively, ethically, sensitively and tactfully negotiate performance and publicity opportunities on behalf of artists critical-thinking skills sufficient to: evaluate business deals to determine alignment with own and artists' interests maintain compliance with contractual arrangements initiative and enterprise skills sufficient to develop and nurture talent in the interest of artists and the intended market learning skills sufficient to evaluate own business skills, identify deficits and use opportunities to address deficits planning and organisational skills sufficient to: maintain financial records in compliance with legislative requirements manage people and projects plan promotions and promotional campaigns undertake business and financial planning problem-solving skills sufficient to identify and plan for factors affecting completion of project tasks within deadlines self-management skills sufficient to: continuously assess own leadership and teamwork skills against the professional and career development of managed artists set priorities to achieve realisable short and long-term goals teamwork skills sufficient to work collaboratively with artists
technical skills sufficient to use industry-current accounting, bookkeeping, financial and/or spreadsheet software Required knowledge
accounting, bookkeeping and recordkeeping as they apply to artist management career and professional development issues facing creative artists legislation relevant to performers and artist managers, such as: Copyright Act 1968 as it relates to licensing, publishing, rights and royalties Copyright Amendment (Digital Agenda) Act 2000 state-specific legislation where applicable, e.g. NSW Entertainment Industry Act markets and revenue structures in the industry rights and obligations of creative artists role and functions of national and international industry associations, including copyright, issues and challenges that typically arise in the context of managing artists and their
licensing and collection agencies careers
typical features, requirements and terminology used in contractual arrangements
Contractual relationship may include:
confidentiality, impartiality and personal limits exclusivity or co-management, and relative status powers and limitations proportional ownership/allocation of copyright remuneration: equal share of net profits, e.g. manager as group
expected in commercial opportunities
member (performing/non-performing), business partner or shareholder commissioned or contracted on non-salaried contingency basis, e.g. management agency individual/collective rights and responsibilities scope: advertising, promotion and publicity business management, including: accounting and banking arrangements bookkeeping consultative advice, including: career copyright financial industrial OHS remuneration procuring and administering contracts, e.g. publishing, recording and sponsorship procuring and administering engagements, e.g. bookings, merchandising, performances and tours term and territory. Career plans may include: current and comprehensive industry contact list journal of achievements and skill development creative/artistic inventory business inventory for the artist local and regional support networks proposed artistic and business development goals proposed career goals, outcomes and pathways self-assessment of current and required skills, knowledge and personal attributes self-assessment of life and work values timeline and action plan for achieving career goals timeline and action plan for developing necessary skills and industry networks.

Communication processes may include:
distribution of information to all parties (for confirmation or
revision) under regular or contingency circumstances via: email facsimile group briefing/meeting hand-delivery, e.g. courier or in person postal short message service (SMS) telephone, including landline and mobile.
Copyright advice may include:
assignment and licensing of copyright copyright for compositions, sound recordings and functions of industry associations, including: Australasian Music Publishers Association (AMPAL) Australasian Performing Rights Association (APRA) Australian Copyright Council (ACC) Australasian Mechanical Copyright Owners Society performing, mechanical and synchronisation rights procedures that need to be undertaken to show proof of royalty and intellectual property rights. Australian Recording Industry Association (ARIA)
published editions
(AMCOS)
ownership of composed work
Financial plan may include:
financial administration responsibilities, including: calculation and payment of commissions creditors and debtors insurance investments maintenance of bank accounts payment of expenses, including provision of receipts
for all reimbursable expenses petty cash superannuation taxation wages and other remunerations maintenance of asset register, e.g. equipment owned by artists. Attractiveness of artists may include:
artists' musical culture, image and stage names characteristics of artists' live and recorded sound current and predicted popularity, professionalism, status past, current and predicted collaborations with other popularity of artists' style, genre and repertoire with projected personality of artists, e.g. media or stage recent successes of artists, e.g. broadcast, media,
and standard of artists artists
intended audience demographic performing or recording.
Financial risk analysis parameters may include:
balancing expectations and preferences of audience to balancing expected revenue against estimated costs balancing market appeal of artist to intended audience bases for assumptions regarding sources and amounts of strategies for changed income conditions strategies for managing artist when income expectations strategies for managing artist when income expectations
style and genre of artist demographic income
are exceeded are not met.

effectively mentor artists manage artists and their careers negotiate effectively for and with clients promote artists in current music markets.

access to appropriate accounting, bookkeeping, financial access to appropriate technology to design and develop
and/or spreadsheet software
promotional materials access to appropriate technology to research the market position of artists access to artists and their markets use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.

case studies to assess ability to manage artists and their direct observation of candidate promoting artists to target written or oral questioning to assess knowledge of artist problem-solving activities to assess ability to develop
careers
markets and negotiating for and with clients management and mentoring
business plans and strategies.
CUS09 Music (Version 1.1) CUSMGT503A Develop artists and repertoire
CUSMGT503A
Unit Descriptor
Develop artists and repertoire

This unit describes the performance outcomes, skills and knowledge required to find and develop artists and their repertoire. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to the development of artists and their repertoire, which involves finding new talent (artists) and administering the recording of their work (repertoire). This role would typically be undertaken by an artist and repertoire (A&R) manager, representative or scout, in line with company policy for live performance and/or recording projects. Successful A&R managers are able to foresee and capitalise on the commercial potential of new and emerging artists, trends, styles and genres of music.
Unit Sector
No sector assigned
ELEMENT 1. Monitor new and emerging musical trends
Listen critically to a broad range of music to assess commercial potential of new and emerging trends Monitor and assess commercial potential of new and emerging trends via information sources Develop and maintain strategic relationships with a broad range of known and new industry contacts Exploit information sources to predict and influence current and future music market trends and make judgements as to the marketability of newartists Analyse, plan and balance artistic and commercial risk in the selection of new artists Assess current audience response to new artists and calculate potential audience response in a variety of performance situations Discuss potential music market trends and product development with artists and artists' managers Assign artists to appropriate producers and ensure recording approach complements artists' repertoire Mentor artists in a supportive manner to optimise their artistic and commercial development
2. Find and develop new musical talent
2.1 2.2 2.3 2.4 2.5
3. Facilitate agreements with artists
3.1 3.2 3.3 3.4
Provide company with realistic view of artists' potential and proposed approach to artistic and commercial development Advise artists about obtaining legal advice with regard to negotiating contracts Monitor the process of drafting agreements between artists and company and facilitate process as required Document agreements, distribute to all parties and ensure negotiations are kept within budget Monitor level of income generated from sales of artists' recordings Provide reports to management on commercial viability of artists as required Anticipate any agreements that are likely to lead to a loss for the company and recommend appropriate action
4. Monitor progress of artists' 4.1 agreements 4.2 4.3
Required skills
research skills sufficient to identify the commercial potential of current and future music literacy skills sufficient to read and interpret a wide variety of music media numeracy skills sufficient to ensure negotiated agreements are kept within budget communication skills sufficient to: advocate and promote ideas and new talent develop comprehensive industry networks listen critically to and suggest appropriate repertoire for artists mentor and counsel artists effectively, ethically, patiently and sensitively critical-thinking skills sufficient to apply confidence, insight and foresight in the initiative and enterprise skills sufficient to assess the marketability of new and emerging learning skills sufficient to evaluate and improve own negotiation skills planning and organisational skills sufficient to align and connect artists and producers problem-solving skills sufficient to identify and resolve issues arising from agreements
market trends
evaluation of new and emerging talent talent
between artists and the record company self-management skills sufficient to set priorities and use time-management strategies teamwork skills sufficient to work collaboratively with artists technical skills sufficient to access music downloads, websites and blogs Required knowledge
appreciation of artists and record producers and their work music knowledge, including: genres styles repertoires song structures approaches to critical listening typical formats and content of agreements between artists and record companies copyright legislation as it relates to licensing, publishing, rights and royalties: Copyright Act 1968 Copyright Amendment (Digital Agenda) Act 2000 local, regional, national and international music scenes and trends markets and revenue structures in the music industry role and functions of national and international music industry associations talent development from a management and artistic perspective
issues and challenges that typically arise in the context of developing artists and repertoire
Information sources may include:
current industry personnel and practitioners music charts, including: internet radio television music downloads, websites and blogs music industry associations music media, including: articles bulletins directories information sheets journals magazines newsletters reviews subscriptions trade papers music productions and events, including: awards competitions conferences conventions exhibitions festivals functions performances trade fairs solicited and unsolicited recordings suppliers of products and services.
Industry contacts may include:
artists artists' agencies, including: booking agents managers promoters tour managers education and training organisations entrepreneurs freelance producers legal counsel and accountants music distributors music industry associations music industry media and journalists music manufacturers music merchandisers music producers music publishers music wholesalers and retailers radio presenters record producers recording engineers studio/venue managers technical crew, including: front-of-house lighting sound staging vision systems.
Music market trends may involve:
growth areas of audience interest and commitment local, national and overseas trends specialist niche markets specific genre or product styles targeted markets. arrangers composers group collaborators lyricists performers songwriters writers.
Artistic and commercial development may include:
balancing personal and artistic integrity with commercial capacity and willingness to develop, evaluate and
reality and reward
continuously update: artistic talent collaboration options with other artists marketable image performance standards repertoire style and genre technical ability determination and will to succeed.

Company may include:
promotional record touring digital distribution.

assess the marketability of new artists develop and promote new artists network strategically to gain and exploit information on
music market trends facilitate agreements with artists.


access to appropriate technology to research the access to new artists and their markets access to standard music business documentation use of culturally appropriate processes, and techniques
commercial potential of music market trends

case studies to assess ability to develop new talent direct observation of candidate developing artists and written or oral questioning to assess knowledge of current
their repertoire
and future music market trends.
arrangements CUSMGT502A Manage artists and their careers CUSMKG501A Manage the promotion of creative acts CUSPUR502A Establish and manage recording contracts CUSSOU502A Produce sound recordings.
CUS09 Music (Version 1.1) CUSMKG301A Assist with the promotion of creative acts
CUSMKG301A
Unit Descriptor
Assist with the promotion of creative acts

This unit describes the performance outcomes, skills and knowledge required to assist with the promotion of creative artists or groups. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit covers the skills and knowledge required to work in a creative environment where artists are being promoted. Personal assistants in a promotions company would typically perform this role, but members of a band or performance act may undertake this role on their own behalf or in collaboration with a promotional agent.
No sector assigned
Unit Sector
ELEMENT 1. Contribute to the development of promotional strategies
Participate in discussions with relevant personnel about marketing and promoting artists as required Contribute ideas about activities that could be included in promotional strategies Compile information about the potential of all media outlets for promoting artists and creative acts Maintain documentation related to promotional strategies as required Contribute to the development and distribution of promotional material to advance profile of artists Monitor and document the results of strategies to test the response of target markets to promotional materials Assist with the organisation of publicity opportunities for artists Maintain a database of industry contacts and sources of industry information Compile data and information on the impact and effectiveness of promotional activities In consultation with relevant personnel prepare materials for meetings as required Participate in discussions with relevant personnel about revisions to promotional strategies as required Respond appropriately to constructive feedback on own work performance from relevant personnel
2. Assist with promotional activities
2.1 2.2 2.3 2.4
3. Contribute to reviews of promotional strategies
3.1 3.2 3.3 3.4
Required skills
communication and teamwork skills sufficient to: interpret and clarify written and verbal instructions work collaboratively in a team environment - both independently on assignment and organisational skills sufficient to: collect and review information on a given topic maintain filing and information retrieval systems literacy skills sufficient to: interpret written background information write notes on information gathered verbally self-management and planning skills sufficient to: prioritise work tasks source information and reference material in a timely fashion work under pressure and meet deadlines seek expert assistance when problems arise technical skills sufficient to: use the internet to access information respond positively to constructive feedback
under direction
use standard word-processing and database applications Required knowledge

industry knowledge, including: roles and responsibilities of industry personnel and agencies industry terminology issues and challenges that arise in the context of assisting with the promotion of copyright clearance procedures
creative acts
OHS as it relates to working for periods of time on computers
managers supervisors colleagues artists and performers artist managers publishers advertising agencies public relations companies media personnel, such as: broadcasters critics journalists digital distribution agents. arrangers composers songwriters performers, including: musicians singers dancers actors circus performers writers visual artists craftspeople designers. advertisements attention-seeking gimmicks competitions industry functions internet broadcasts live performances, including: auditions festival appearances headline acts supporting acts media announcements and interviews podcasts product launches, e.g. artist websites radio broadcasts television appearances.
Activities may include:
Strategies may be for:
live events print media online: artist's own website social networking sites digital distribution agents radio television.
print television radio internet digital communication devices, e.g. mobile phones.
Development and distribution of promotional material may include:
drafting media releases compiling visual material writing and sending broadcast emails about promotional maintaining a database of contacts updating websites. artist profiles, e.g. biographical and professional artist websites print, such as: banners brochures business cards flyers handbills pamphlets posters stickers demonstration recordings: digital downloads filmed performances interactive media products, e.g. podcast music recording and/or videos, e.g. CD and DVD media kits novelty giveaways photographs portfolios presentations press releases prototypes publicity shots reviews scores T-shirts.
activities
Promotional materials may include:
artist and repertoire (A&R) managers artist managers artists booking agents education and training organisations entrepreneurs legal counsel and accountants music distributors industry associations journalists producers promoters publishers wholesalers and retailers radio presenters record producers recording engineers studio/venue managers production personnel, such as: front-of-house lighting sound staging vision systems tour managers.

discussions with industry personnel and promotional music charts, including: internet radio television print music downloads, websites and blogs industry associations media, including: articles bulletins directories information sheets journals magazines newsletters reviews subscriptions trade papers industry productions and events, including: awards competitions conferences conventions exhibitions festivals functions performances trade fairs suppliers of products and services.
consultants
Materials for meetings may include:
agendas agenda papers minutes PowerPoint presentations photos and other visual material.

assist with promotional activities for an artist or creative maintain a database of industry contacts work cooperatively in a team environment.
act

access to an environment where promotional activities access to artists and music industry personnel use of culturally appropriate processes, and techniques
are undertaken

written or oral questioning to test knowledge as listed in case studies to assess candidate's ability to address
the required knowledge section of this unit
issues and challenges that arise in the context of assisting with the promotion of creative acts direct observation of candidate maintaining a database of industry contacts.
CUS09 Music (Version 1.1) CUSMKG501A Manage the promotion of creative acts
CUSMKG501A
Unit Descriptor
Manage the promotion of creative acts

This unit describes the performance outcomes, skills and knowledge required to apply high-level communication skills in the context of managing the promotion of creative artists or groups. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Promoters, artist managers and self-employed artists apply the skills and knowledge outlined in this unit. In this entrepreneurial role they are responsible for developing and maintaining an extensive network of industry and media contacts so that all avenues for promoting artists are explored and used.
No sector assigned
Unit Sector
ELEMENT 1. Develop promotional strategies
In collaboration with relevant personnel , match aspects of artists and creative acts with potential target markets Undertake appropriate risk analysis in relation to the promotional viability of artists Identify activities that could be included in promotional strategies Investigate the potential of all media outlets for promoting artists and creative acts Document, discuss and revise promotional strategies as required Facilitate the development and distribution of promotional material to advance profile of artists Ensure promotional materials are developed in line with design principles that reflect artists' image and meet target market needs Use testing and sampling strategies to determine the response of target markets to promotional materials Create publicity opportunities for artists and capture them for future use Continually monitor sources of information to develop and maintain industry knowledge Develop and maintain strategic relationships with a broad range of industry contacts Deal effectively with the media Assess the impact and effectiveness of promotional activities Analyse costs and timelines to evaluate benefits arising from promotional activities In consultation with relevant personnel revise promotional strategies as required
2. Promote creative acts
2.1 2.2 2.3 2.4
3. Develop promotional networks
3.1 3.2 3.3
4. Review promotional strategies
4.1 4.2 4.3
Required skills
research skills sufficient to access reliable information on the promotional viability of literacy skills sufficient to read and interpret promotional materials numeracy skills sufficient to balance expenditure of promotional services and materials communication skills sufficient to: gather and exploit strategic advice from industry contacts apply active listening, questioning and non-verbal communication techniques in
artists and artistic works
against allocated budgets
day-to-day dealings with people critical-thinking skills sufficient to: test and compare different media options for promotional activities undertake a risk analysis into the promotional viability of artists initiative and enterprise skills sufficient to adjust artistic image in line with feedback planning and organisational skills sufficient to create, use and exploit media opportunities to promote artists problem-solving skills sufficient to manage contingencies in promotional activities self-management skills sufficient to: set priorities and apply time-management strategies work within established budgets and timeframes teamwork skills sufficient to work constructively with others
technical skills sufficient to use the internet to access information Required knowledge
new and emerging trends in relevant industry sector planning processes for organising promotional activities relevant legislation, regulations and codes of practice, including: advertising, sales and promotion accuracy and clarity of information anti-discrimination, equal employment opportunity and affirmative action copyright and intellectual property ethical standards, privacy and confidentiality OHS role and functions of: industry personnel agencies servicing the industry national and international industry associations
issues and challenges that typically arise in the context of managing the promotion of creative acts
artists and performers artist managers publishers advertising agencies public relations companies media personnel, such as: broadcasters critics journalists digital distributors/aggregators.

Aspects of creative acts may include:
artists' culture, image and stage name artwork associated with performances and recordings characteristics of artists' live and recorded sound current and predicted popularity, professionalism, status and standard of artists past, current and predicted collaborations with other artists popularity of artists' style, genre and repertoire with intended audience demographic, including: age artistic preferences competing interests cultural affiliations disposable income loyalty predicted spending patterns projected personality of artists, e.g. media or stage recent successes of artists, including: radio television online live performances recordings.
arrangers composers songwriters performers: musicians singers dancers actors circus performers writers visual artists craftspeople designers.
Risk analysis may involve:
balancing artistic returns with promotional costs balancing average bar tab per head of audience from
recent performances with anticipated audience numbers for future performances balancing expectations and preferences of audience to style, genre and repertoire of artist balancing market appeal of artist with anticipated audience loyalty balancing ticket prices with predicted spending patterns of intended audience demographic mitigating non-attendance of audience, artists and/or promotional staff. advertisements attention-seeking gimmicks competitions industry functions internet broadcasts live performances: auditions festival appearances headline acts supporting acts media announcements and interviews podcasts product launches, e.g. artist websites radio broadcasts television appearances.
Strategies may be for:
live events print media online: artists' own websites social networking sites digital distribution agents radio television.
print television radio internet: artists' websites broadcast email lists YouTube Facebook MySpace blogs digital communication devices, e.g. mobile phones.
artist profiles, e.g. biographical and professional artist websites print, such as: banners brochures business cards flyers handbills pamphlets posters stickers demonstration recordings: digital downloads filmed performances interactive media products, e.g. podcast music recording and/or videos, e.g. CD and DVD media kits novelty giveaways photographs portfolios presentations press releases prototypes publicity shots reviews scores T-shirts.
Promotional materials may include:
Design principles may include:
accuracy brevity conciseness amusing attractive and well presented clearly reflective of genre and musical culture of artist convincing creative easy to read media readiness, such as: clarity of photographs quality of recordings resolution of digital images visually interesting.
filming audio recording photographing. discussions with industry personnel and promotional music charts, including: internet radio television print music downloads, websites and blogs industry associations media, including: articles bulletins directories information sheets journals magazines newsletters reviews subscriptions trade papers industry productions and events, including: awards competitions conferences conventions exhibitions festivals functions performances trade fairs suppliers of products and services.
Capturing publicity opportunities may include:
consultants
Industry knowledge may relate to:
business trends: 360 degree business model all rights under one deal passive rights deal distributed patronage new and emerging distribution systems new forms of marketing, branding and product alliances with allied technologies and businesses revenue structures
placement
opportunities for increased airplay of music through: digital radio digital television mobile phones internet advances in software applications new terminology social, political and environmental developments changing nature of work, including: occupations that are disappearing and how they are changes to the mix of skills and knowledge required in
being replaced
different areas of the industry.
artist and repertoire (A&R) managers artist managers artists booking agents education and training organisations entrepreneurs legal counsel and accountants digital distributors/aggregators industry associations journalists producers promoters publishers wholesalers and retailers radio presenters record producers recording engineers studio/venue managers production personnel, such as: front-of-house lighting sound staging vision systems tour managers.

Dealing effectively with the media may involve:
ensuring that the message conveyed in media interviews maximising media opportunities for artists techniques for responding to and prompting different
promotes the artists' image
types of questions, such as: clarifying basic questions of the 'what', 'who', 'where', 'why' and 'how' variety closed or open-ended hypothetical leading.

develop viable promotional strategies for an artist or promote the artist or creative act in line with promotional develop and maintain a network of contacts for
creative act strategies
promotional purposes.

access to an environment where promotional activities access to artists and industry contacts use of culturally appropriate processes, and techniques
can be actively and safely facilitated

case studies to assess candidate's ability to communicate
effectively within a range of promotional situations direct observation of candidate promoting creative acts written or oral questioning to assess knowledge of testing and sampling strategies problem-solving activities to assess ability to manage contingencies in promotional activities.
CUS09 Music (Version 1.1) CUSMLT201A Develop and apply musical ideas and listening skills
CUSMLT201A
Unit Descriptor
Develop and apply musical ideas and listening skills

This unit describes the performance outcomes, skills and knowledge required to develop music knowledge by listening and responding to music. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to people entering the music industry who need to engage with, reflect on and make informed judgements about music. It has application to potential composers, musicians, performers and sound technicians. This work is undertaken under close supervision and guidance.
Unit Sector
No sector assigned
ELEMENT 1. Identify and differentiate a range of musical styles
Actively listen to a range of recorded and live music performances in selected musical styles and discuss with appropriate people Compare a range of musical styles using appropriate listening skills, musical terminology and information sources Identify the repertoire of a range of musical styles using appropriate information sources and discuss with appropriate people Listen to and identify musical ideas in a range of musical styles Seek information on the context of musical ideas in one or more musical styles using appropriate information sources Identify and develop own musical ideas and discuss with appropriate people Apply musical ideas to own developing area of music practice and share with appropriate people Identify and use a range of opportunities to develop music knowledge , ideas and listening skills Maintain currency of own music knowledge using appropriate information sources Check the credibility and reliability of information sources with appropriate people Apply music knowledge to day-to-day activities to enhance quality of work performance
2. Develop musical ideas
2.1 2.2 2.3 2.4
3. Update and maintain music knowledge
3.1 3.2 3.3 3.4
Required skills

communication skills sufficient to share information with colleagues and peers research skills sufficient to locate and use relevant sources of information literacy skills sufficient to read and understand relevant sources of information planning and organisational skills sufficient to update, maintain and store information
technology skills sufficient to access/download information Required knowledge

basic understanding of: analytical and critical-listening skills instruments used within selected musical styles music history and terminology in selected musical styles musical ideas expressed in selected musical styles music structures, styles and forms relationships between composers, performers, producers, recording engineers, critics technology used to produce and enhance music
and audiences in selected musical styles
work/background of successful composers, performers and producers in selected musical styles

classical/concert contemporary/art ethnic/traditional folk indigenous jazz music theatre popular/commercial rock world.
Appropriate people may include:
agents and artist managers artists, composers, musicians and performers colleagues and peers copyright and legal representatives current industry practitioners employee association and union representatives industry and industry association representatives information professionals legal representatives mentors musical directors professionals from allied areas record producers sound technicians.
attending music events, such as: conferences conventions festivals functions performances trade fairs chord charts, play lists and sheet music discussions with current industry practitioners educational activities, such as: master classes seminars symposiums training programs workshops electronic and print media, such as: articles journals magazines news reviews subscriptions government departments and publications industry associations and organisations industry publications, such as: information sheets reference books technical publications manuals internet libraries and archives, including text, film, video, sound, musical competitions and awards peak copyright organisations personal observations and experience.
graphic and media
Context may include:
biographical information, such as: composers musicians performers record producers sound technicians cultural economic historical political social theoretical.
acoustic and electronic protocols chord patterns and keys chord and melodic formulae dynamics and volume instrumental and/or vocal styles instruments and tuning music conventions music history music marketability, e.g. commercial feasibility musical notation music structures, styles and forms musical terminology performance styles and customs repertoire and instrument knowledge scales, melody and themes simple music analyses solo and ensemble protocols texture and tone colours.

apply information on, and ideas about, musical styles to check credibility and reliability of information maintain currency of information source information on musical styles.
day-to-day work activities

access to a range of relevant and current information
sources, including recorded music in a range of styles and genres access to an environment where live music in a range of styles and genres can be actively and safely experienced access to an environment where musical ideas can be safely expressed access to appropriate technology to collect, download and store information use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

case studies to assess ability to apply collected direct observation of the candidate expressing own direct observation of the candidate listening to and written or oral questioning to assess knowledge of
information to day-to-day work activities musical ideas
distinguishing selected musical styles and ideas selected musical styles.
CUS09 Music (Version 1.1) CUSMLT202A Apply knowledge of music culture to music making
CUSMLT202A
Unit Descriptor
Apply knowledge of music culture to music making

This unit describes the performance outcomes, skills and knowledge required to explore aspects of music culture in Australian society and apply the information obtained to own music making. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to people entering the music industry who need to collect, apply and update general information relevant to a selected musical style in Australian society. The skills and knowledge outlined in this unit can be applied in any music-making context since they relate to identifying positive values in a selected musical style, as well as the repertoire, challenges and technology relevant to that style. This work is undertaken under close supervision and guidance.
Unit Sector
No sector assigned
ELEMENT 1. Apply information on the contexts of musical styles
Seek information on the context of one or more musicalstyles using appropriate information sources Identify positive values in one or more musical styles using appropriate information sources Check the credibility and reliability of information sources with appropriate people Comply with copyright and cultural requirements when accessing information Apply information on musical styles to own music making Identify the repertoire of one or more musical styles in Australian society Seek information on the use of technology in one or more musical styles in Australian society Identify the challenges faced by musicians working in one or more musical styles in Australian society Seek information on the way in which one or more musical styles is/are portrayed in the media Seek information on further training and educational opportunities in one or more musical styles in Australian society Update information sources on a regular basis Monitor changes in the use of technology Store information in an easily accessible format Share information with colleagues and peers Apply information on music culture to own music making
2. Maintain currency of own knowledge of music culture in Australian society
2.1 2.2 2.3 2.4 2.5
3. Update and maintain information sources
3.1 3.2 3.3 3.4 3.5
Required skills

communication skills sufficient to share information with colleagues and peers research skills sufficient to locate and use relevant sources of information literacy skills sufficient to read and understand relevant sources of information planning and organisational skills sufficient to update, maintain and store information
technology skills sufficient to access and download information from the internet Required knowledge
basic understanding of: relationships between composers, performers, producers, recording artists, social, cultural, historical and economic significance of a selected musical style in technology used for producing and enhancing music in a selected musical style in
songwriters, recording engineers, critics and audiences Australian society Australian society
ways in which music is part of the culture of Australian society

cultural significance economic significance historical significance social significance. classical/concert contemporary/art ethnic/traditional folk indigenous jazz popular/commercial rock world.
archives community organisations discussions with current industry practitioners government departments industry associations and organisations industry journals internet libraries media archives print and electronic media museums and galleries organisational policies and procedures personal observations and experience professional organisations reference books technical publications and manuals. communicating cultural heritage and social change encouraging and engaging creative thought and action enhancing physical and mental states enhancing relaxation and leisure time improving concentration arousing patriotism and nostalgia. agents, artists' managers and industry managers content experts copyright representatives current industry practitioners employee association and union representatives industry and industry association representatives information professionals, e.g. libraries and museums legal representatives.
Values may include:
Appropriate people may include:
Technology may include:
camera and projection equipment computer technology music production software and hardware musical equipment and instruments sound-editing software and hardware sound-recording software and hardware sound reinforcement equipment, such as: microphones amplifiers speakers mixers consoles cabling sound transmission and the internet video editing software and hardware.
Challenges may include:
audience perceptions and expectations changing nature of the marketplace, including marketing communicating with industry practitioners feasibility and success in commercial markets impact of the media: perceptions and expectations of music journalists positive and negative bias in media reports shaping and reflecting contemporary culture treatment of cultural values in media reports.
and production of products and services

source information on musical styles and culture apply information to day-to-day work activities, including check credibility and reliability of information maintain currency of information.
own music making

access to a range of relevant and current information access to appropriate technology to collect, download use of culturally appropriate processes, and techniques
sources
and store information

case studies to assess ability to apply collected direct observation of the candidate collecting and
information to day-to-day work activities
organising information on a selected musical style.
CUS09 Music (Version 1.1) CUSMLT301A Apply knowledge of genre to music making
CUSMLT301A
Unit Descriptor
Apply knowledge of genre to music making

This unit describes the performance outcomes, skills and knowledge required to apply knowledge of music styles to music industry work and learning. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to people preparing to enter the music industry. They may be intending to work in areas as diverse as music performance, music promotion, sound recording, live sound production, marketing or management.
No sector assigned
Unit Sector
ELEMENT 1. Maintain and develop music knowledge
Monitor relevant sources of industry information based on areas of interest, work and learning In consultation with appropriate personnel , develop strategies to review and maintain knowledge of selected musical styles, artists and repertoire Analyse music for its artistic and commercial qualities and features Develop the capacity to analyse music artists, repertoire and trends through discussion of music performances In consultation with appropriate personnel, determine relevant music areas for development of critical-listening skills Apply critical-listening skills to live and recorded music within identified music industry contexts Listen critically to identified artists and repertoire and measure actual performance against artistic and/or commercial standards and potential Listen to, analyse and evaluate the contribution of technical and sound production to the success of live and recorded music products Identify and use sources of information relating to selected musical genres and styles Research contemporary and/or historical artists and repertoire to inform own work and learning Use knowledge of styles, artists and repertoire to contribute to own musical development Apply music knowledge to own music practice
2. Use listening skills to analyse music
2.1 2.2 2.3 2.4
3. Maintain understanding of relevant musical genres and styles
3.1 3.2 3.3 3.4
Required skills
communication and teamwork skills sufficient to: read and understand relevant sources of information communicate effectively with artists, technicians and others in the music industry match repertoire with target, potential or existing audiences listening skills in the context of: recognising conventions of intonation, dynamics, phrasing, rhythm and expression in planning and organisational skills sufficient to: set work goals gather information on musical styles and genres self-management skills sufficient to: work to personal goals seek expert assistance when problems arise learning skills in the context of developing knowledge of musical styles and genres listening critically to music
identified musical styles
initiative and enterprise skills in the context of using critical-listening skills to make informed judgements about music Required knowledge
industry knowledge, including: processes of music production and presentation appropriate musical terminology work of successful musicians, musical directors and/or record producers in identified music history in identified areas of practice, styles or genres cultural protocols appropriate to identified musical styles and genres
musical styles or genres
music craft: genres and their conventions in performance
basic awareness of chords and scales, forms, textures or other elements of musical organisation relevant to identified styles
Sources of industry information may include:
music performances and recordings music collectives funding bodies music performance venues community organisations friends, family, work colleagues and peers industry practitioners online databases media archives printed references and texts, e.g. books and journals other media sources, such as: radio television DVDs videos educational institutions libraries. teachers mentors arrangers composers music editors musicians bandleaders music conductors choir leaders. any contemporary popular musical style or genre European classical music forms jazz world music country music folk music forms.
Appropriate personnel may be:
Music areas may include:
Critical listening may be applied to:
instruments and their combinations keys, scales and chords in tonal or other relevant music
systems instrument tuning aural imagination or music innovation music systems and practices excellence in music products or events commercial potential and feasibility of artists, repertoire and music products impact of music technologies for live and recorded sound production.

Music knowledge may involve knowledge of:
artists styles and genres repertoire instruments music history performance styles and customs musical forms, systems, practices and customs music conventions in identified styles basic chord and melodic formulae sound production and other music technologies.

maintain and apply current music knowledge to own work develop analytical, reflective and communication skills differentiate music styles and genres apply critical-listening skills.
and learning

access to a range of current music industry information access to a range of music for the development and use of culturally appropriate processes, and techniques
application of critical-listening skills
appropriate to the language and literacy capacity of learners and the work being performed.

written or oral questioning on plans for developing music oral/aural test in the nominated area of specialisation authenticated samples of relevant work achievements authenticated details of achievement in relevant courses case studies and scenarios as a basis for discussion of
knowledge
or training sessions
the application of music analysis and knowledge to a variety of work contexts written or oral questioning or interview to test knowledge as listed in the required knowledge section of this unit.
CUSMLT302A Develop and apply aural-perception skills CUSMPF301A Develop technical skills in performance.
CUS09 Music (Version 1.1) CUSMLT302A Develop and apply aural-perception skills
CUSMLT302A
Unit Descriptor
Develop and apply aural-perception skills

This unit describes the performance outcomes, skills and knowledge required to aurally recognise simple structures and components of music and to discuss these with peers and other industry personnel. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People preparing to enter the music industry as musicians, songwriters, composers or arrangers, apply the skills and knowledge outlined in this unit. Basic musicianship skills can be applied in a range of contexts, for example, transcribing live or recorded music and assisting with the preparation of charts and other forms of notated music. The application of more complex aural-perception skills is covered in:
CUSMLT501A Refine aural-perception skills.
Unit Sector
No sector assigned
ELEMENT 1. Identify areas for aural skill development
In consultation with appropriate personnel , plan development of aural-perception skills Investigate the uses of aural-perception and recognition skills Establish the rhythmic, melodic and harmonic music structures for recognition Nominate music genres and styles within which the structures are located Examine conventions of language and terminology connected to relevant music structures Investigate ways of hearing music as well as listening for and naming relevant music structures Investigate music-writing conventions connected with aural skill development Explore rhythmic, melodic and harmonic structures connected with aural skill development Identify aural-recognition requirements through discussion with appropriate personnel Practise and develop the aural recognition of music structures Adhere to conventions of language and terminology
2. Develop methods for the aural recognition of music
2.1 2.2 2.3 2.4
3. Practise aural recognition of music
3.1 3.2 3.3
4. Evaluate progress with the 4.1 development of aural skills 4.2 4.3
Seek feedback on skill development from appropriate personnel Identify personal strengths and weaknesses as a means of improving own work Evaluate overall effectiveness of learning methods in the development of aural-perception skills.
Required skills
listening skills in the context of recognising how intervals, chords, scales and chord
progressions are used in music to achieve unity and variety communication skills sufficient to: read and understand relevant sources of information discuss music in adherence to music conventions seek and respond to feedback on own skill development initiative and enterprise skills in the context of recognising music structures and interpreting musical elements problem-solving skills sufficient to: troubleshoot difficulties connected with the aural recognition of music plan work tasks in a logical sequence planning and organisational skills sufficient to: work to set goals gather information on musical styles, elements and forms/structures self-management skills sufficient to: work to personal goals seek expert assistance when problems arise learning skills sufficient to aurally recognise music structures accurately technical skills sufficient to accurately analyse: scales chord sequences and music systems rhythms time signatures
beat patterns of musical organisation relevant to specialisation Required knowledge

musicianship, including: repertoire relevant to chosen musical specialisation musical protocols and customs for listening to music relevant to chosen music awareness of genres and styles, and their musical forms and conventions
specialisation
aural recognition and interpretation of chords, scales, melodies, forms, textures or other conventions in music
teachers mentors arrangers composers music editors musicians bandleaders music conductors choir leaders.
Uses of aural-recognition and perception skills may include:
ability to identify and discuss music components with
peers and other industry personnel capacity to transcribe live or recorded music appreciation of music subtleties and complexities development of overall musicianship assisting in the preparation of charts and other forms of notated music access to new forms of music. key signatures harmonic and melodic structures grouping of simple rhythmic structures time signatures, including 2/4, 3/4, 4/4, 5/4, 7/4 3/8, 5/8, 6/8, 7/8, 9/8, 2/2 and 3/2 note pitch note duration accidentals chords and chord progressions. classical jazz popular music church folk world.
Music structures may include:
Music genres and styles may include:
Conventions of language and terminology may relate to:
key signatures harmonic and melodic structures grouping of simple rhythmic structures time signatures, including 2/4, 3/4, 4/4, 5/4, 7/4 3/8, 5/8, 6/8, 7/8, 9/8, 2/2 and 3/2 note pitch note duration accidentals chords and chord progressions bar lines repeats sign coda ties rests phrases ornaments popular music forms jazz forms classical forms. manuscript layout methods of notation rehearsal figures bar lines ownership and copyright information.
Music-writing conventions may include:

hear and recognise simple music structures accurately adhere to the conventions of music language and
terminology within selected styles.

access to a selection of recorded or performed music for use of culturally appropriate processes, and techniques
investigation and skill development

direct observation or video recording of the candidate's written or oral questioning or interview to test knowledge
ability to aurally recognise simple music structures
as listed in the required knowledge section of this unit and to assess the development of aural-perception skills.

CUSMCP301A Compose simple songs or musical pieces CUSMCP401A Develop techniques for arranging music CUSMCP402A Develop techniques for composing music CUSMLT303A Notate music CUSMPF410A Perform music from written notation.
CUS09 Music (Version 1.1) CUSMLT303A Notate music
CUSMLT303A
Unit Descriptor
Notate music
This unit describes the performance outcomes, skills and knowledge required to set down music in a notated form. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Emerging composers, copyists, arrangers, conductors, performers, musicians, music producers, music editors and publishers apply the skills and knowledge described in this unit. Traditionally notation was done by hand, but now a range of computer-based music notation applications can be used for the task. More complex skills in this area are covered in:
CUSMLT401A Notate music for performance CUSMPF410A Perform music from written notation.
Unit Sector
No sector assigned
ELEMENT 1. Identify notated music for analysis 2. Deconstruct music conventions
Investigate the uses of notated music forms Establish a primary style for analysis Select suitablerepertoire for analysis Explore rhythmic, melodicand harmonic structures within the selected style Examine conventions of form and music structures Investigate the application of dynamics and expression marks Investigate music-writing conventions Identify notation requirements through discussion with appropriate personnel Notate music in required format Adhere to music-writing conventions Complete all work within agreed timeframes Seek feedback on developed work from appropriate personnel Identify personal strengths and weaknesses as a means of improving own work Evaluate overall effectiveness of developed notated music extracts
3. Notate music extracts
3.1 3.2 3.3 3.4
4. Review effectiveness of music writing
4.1 4.2 4.3
Required skills
communication and teamwork skills sufficient to: read and understand relevant sources of information set down music in a required format seek and respond positively to constructive feedback on work in progress initiative and enterprise skills in the context of interpreting music structures problem-solving skills sufficient to: troubleshoot music notation problems plan work tasks in a logical sequence planning and organisational skills sufficient to: set work goals gather information on musical styles, elements and forms/structures work to deadlines self-management skills sufficient to: work to personal goals seek expert assistance when problems arise learning skills sufficient to notate music accurately technical skills sufficient to: apply knowledge of musical forms in the selected specialisation to written music interpret musical elements to provide appropriate musical outcomes in performance
accurately analyse scales, chord sequences and music systems, rhythms, time signatures, and beat patterns of musical organisation relevant to specialisation Required knowledge
sound understanding of musicianship issues, including: repertoire relevant to chosen musical specialisation musical protocols and customs for notating music relevant to chosen music song-writing techniques genres and styles, and their musical forms and conventions in written notation
specialisation
interpretation of chords, scales, melodies, forms, textures or other conventions found within music notation
Primary style may include:
classical jazz popular music church folk world.
Rhythmic, melodic and harmonic structures may include:
key signatures harmonic and melodic structures grouping of simple rhythmic structures time signatures, including 2/4, 3/4, 4/4, 5/4, 7/4 3/8, 5/8, 6/8, 7/8, 9/8, 2/2 and 3/2 note pitch note duration accidentals chords, where appropriate. bar lines repeats sign coda ties rests phrases ornaments popular music forms jazz forms classical forms. tempo volume accents phrasing articulation special effects. manuscript layout rehearsal figures bar lines ownership and copyright information. teachers mentors arrangers composers music editors musicians bandleaders music conductors choir leaders.
Form and music structures may include:
Dynamics and expression marks may include:
Format may be:

notate music accurately adhere to the conventions of music notation within the
selected style.

access to a selection of notated music for investigation access to industry-current software and hardware for
setting down music relevant to the candidate's selected musical styles use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

direct observation or video recording of the candidate's written or oral questioning or interview to test knowledge
ability to notate music
as listed in the required knowledge section of this unit.

CUSMCP301A Compose simple songs or musical pieces CUSMCP401A Develop techniques for arranging music CUSMCP402A Develop techniques for composing music CUSMPF410A Perform music from written notation.
CUS09 Music (Version 1.1) CUSMLT401A Notate music for performance
CUSMLT401A
Unit Descriptor
Notate music for performance

This unit describes the performance outcomes, skills and knowledge required to analyse and refine notated music for performance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Music copyists, composers, arrangers, conductors, performers, producers, editors and publishers apply the skills and knowledge described in this unit. Music copyists in particular are responsible for notating and editing music to the standard required by musicians and vocalists during performances. A thorough grounding in the conventions and techniques of music notation is required, along with the ability to liaise on a professional level with performers. This unit builds on the skills covered in:
CUSMLT303A Notate music.
Unit Sector
No sector assigned
ELEMENT 1. Analyse music notation
In consultation with appropriate personnel , confirm music style that needs to be analysed and notated Analyse examples of notated music in the selected music style Confirm purpose, structure and instrumentation of musical pieces Identify appropriate musical elements and forms/structures to suit the purpose of the songs or musical pieces Anticipate problems that might arise during the process of notating music, and plan accordingly Write rhythmic, melodic and harmonic structures Ensure appropriate use of form and music structures Apply the use of dynamics and expression marks Notate music within the required stylistic conventions Prepare final manuscript in a suitable format for performers Provide performers with music for reading purposes Seek feedback on notation from performers and adjust as required Complete all work within agreed timeframes
2. Develop music notation
2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4
3. Present written music for performance
4. Review effectiveness of music writing
4.1 4.2 4.3
Seek feedback from appropriate personnel on the process used to analyse and notate music Identify personal strengths and weaknesses as a means of improving own work Evaluate overall effectiveness of notated music and its use in performance
Required skills
communication and teamwork skills sufficient to: read and understand relevant sources of information set down music in a required format work collaboratively with performers and other personnel negotiate changes to notation and final manuscripts in a cooperative fashion initiative and enterprise skills in the context of interpreting music structures and elements problem-solving skills sufficient to: troubleshoot music notation problems plan work tasks in a logical sequence planning and organisational skills sufficient to: set work goals gather information on musical styles, elements and forms/structures produce final notated music by agreed deadlines self-management skills sufficient to: work to personal goals seek expert assistance when problems arise learning skills sufficient to notate music accurately technical skills sufficient to: apply knowledge of musical forms in the selected specialisation to written music accurately analyse scales, chord sequences and music systems, rhythms, time
to enhance musical outcomes in performance
signatures, and beat patterns of musical organisation
use music notation software applications Required knowledge

well-developed understanding of musicianship issues, including: repertoire relevant to chosen musical specialisation performers' requirements in relation to notation of music musical protocols and customs for notating and editing notation of music relevant to song-writing techniques genres and styles, and their musical forms and conventions in written notation interpretation of chords, scales, melodies, forms, textures or other conventions found options for using computer applications to notate music
chosen music specialisation
issues and challenges that typically arise in the context of notating music for performance
teachers mentors arrangers composers music editors musicians bandleaders music conductors choir leaders. classical jazz popular music church folk world. bar lines repeats signs coda ties rests phrases ornaments popular music forms jazz forms classical forms. key signatures harmonic and melodic structures grouping of simple rhythmic structures time signatures, including 2/4, 3/4, 4/4, 5/4, 7/4 3/8, 5/8, 6/8, 7/8, 9/8, 2/2 and 3/2 note pitch note duration accidentals chords, where appropriate.
Music styles may be:
Musical elements and forms/structures may be:
Rhythmic, melodic and harmonic structures may be:
Dynamics and expression marks may be:
tempo volume accents phrasing articulation special effects.
Format may be:

notate music accurately adhere to the conventions of music notation within the produce notated music that meets performance work cooperatively with performers.
selected style requirements

access to a selection of notated music for analysis access to performers access to industry-current software and hardware for
setting down music relevant to the candidate's selected musical styles use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

direct observation or video recording of the candidate
notating music authenticated samples of notated music with candidate's self-evaluation written or oral questioning or interview to test knowledge as listed in the required knowledge section of this unit case studies as a basis for discussion of issues and challenges that arise in the context of notating music for performance.

CUSMCP301A Compose simple songs or musical pieces CUSMCP401A Develop techniques for arranging music CUSMCP402A Develop techniques for composing music CUSMPF410A Perform music from written notation.
CUS09 Music (Version 1.1) CUSMLT402A Articulate ideas about music
CUSMLT402A
Unit Descriptor
Articulate ideas about music

This unit describes the performance outcomes, skills and knowledge required to explore the aesthetic, technical and expressive characteristics of music. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Working musicians, music writers, music performance curators, and festival and concert programmers apply the skills and knowledge outlined in this unit. At this level they require a sound awareness of aesthetics in music as they continue to develop an artistic sensibility in their professional practice. A deep appreciation of music is essential, along with skills in aural discrimination and artistic judgement. More advanced music-appreciation skills are covered in:
CUSMLT601A Analyse music.
Unit Sector
No sector assigned
ELEMENT 1. Clarify scope of music exploration
Discuss with appropriate personnel the purpose and scope of the music study Identify appropriate methodologies for exploring and understanding the aesthetic, technical and expressive aspects of music Identify musical styles, genres or pieces to be examined Clarify timelines for completion of study and factors that may impact on it Assess musical examples to determine the overall style and character of the music Investigate musical elements for their expressive, aesthetic and technical qualities Identify a sufficient range of musical elements to ensure that the analysis is accurate and comprehensive Discuss aspects of work with peers and incorporate different perspectives or ideas about music as appropriate
2. Identify aesthetic and expressive elements of music
2.1 2.2 2.3 2.4
3. Convey ideas about music 3.1 3.2 3.3 3.4 3.5
Apply knowledge of the aesthetic, technical and expressive characteristics of music and related music vocabulary in an appropriate way Ensure that the aspects of musical examples are described to the required style and standard Compile and clearly articulate ideas about music in the required format within agreed timelines and in a manner suited to the target audience Seek feedback on developed music perspectives from appropriate personnel and adjust conclusions as required Evaluate the processes followed for exploring and understanding ideas about music and note areas for future improvement
Required skills
communication and literacy skills sufficient to: interpret and clarify written and verbal instructions discuss music and musical ideas with peers respond positively to constructive feedback articulate ideas about music accurately and appropriately using appropriate
conventions of music writing and nomenclature read music use language appropriate to the intended audience analytical skills sufficient to: retrieve and use appropriate resources to develop analysis focus study on appropriate musical elements within compositions and performances initiative and enterprise skills in the context of empathising with the creative work of composers and performers self-management and planning skills sufficient to: prioritise work tasks source information and reference material in a timely fashion meet deadlines seek expert assistance when problems arise Required knowledge
well-developed understanding of music-related issues, including: styles and genres, and musical forms and conventions relevant to music exploration music notation techniques for discriminating music aurally to analyse music repertoire relevant to chosen musical styles and genres musical and cultural protocols musical form and performance conventions cultural circumstances of music performance and consumption elements of musical organisation in relation to content of written work technical processes and demands of composition and/or music performances issues and challenges that arise when developing an understanding of music
written, aural-presentation and communication techniques for the relevant medium
authors composers artists and performers broadcasters editors writers graphic designers program or event managers sound-production or recording personnel record companies directors producers programmers academic supervisors production managers music promoters, agents and marketers.
Purpose and scope may include:
analysis to determine the music's: aesthetic qualities technical qualities expressive qualities capacity for aesthetic and/or literal communication creative and innovative qualities expression of new ideas capacity to reflect value systems capacity for the aural transmission of knowledge and research for: performance improvisation academic purposes written articles, program notes, criticism or marketing educational purposes and materials performance commentary written or electronic media programs, presentations or
wisdom
live events.
Methodologies may include:
reflective listening studying music notation examples, including specific
scores and texts performance analysis studying the representation of music as symbols transcribing and analysing musical examples investigating the use of conventions of notation and music nomenclature debating ideas reviewing and incorporating ideas from relevant literature and methodologies cross-referencing compositional and performance examples.

Musical examples may include:
music pieces scores or charts compositions and improvisations recordings other written examples and/or performances styles and genres, such as: folk and traditional music forms, including European classical or traditional music of any other cultures all contemporary popular musical styles jazz world country.
acoustics aesthetic qualities articulation beat cultural context dynamics expression form/structure genre harmony/chords instrumentation interpretation melody notation nuance ornamentation phrasing pitch relationship to text rhythm scales sound production style tempo texture timbre/tone colour time signatures tonality. specialised knowledge of repertoire specialised knowledge of artists critical-listening skills artistic judgement music history performance practice in a range of styles and customs music technology music texts aural recognition and comprehension of musical devices and systems, including: melody harmony timbre attack pitch tempi dynamics expression physics of music and sound production technical requirements for a range of instruments in a range of musical styles and performance contexts aural imagination and innovation musical styles and genres.
Music vocabulary may relate to elements, such as:
Target audiences may include:
peers and colleagues authors composers artists and performers editors program or event managers sound-production or recording personnel record companies directors producers media programmers academic supervisors production managers tutors and teachers mentors presenters general public.

demonstrate sound understanding of the aesthetic, apply analytical, reflective, critical-listening and
technical and expressive characteristics of music
communication skills in the context of exploring and articulating ideas about music present the findings of a study of musical examples in an appropriate way.

access to printed scores or recorded performances as use of culturally appropriate processes, and techniques
required by the specialisation to be assessed

evaluation of musical studies completed by the candidate written or oral questioning to test knowledge as listed in case studies and scenarios as a basis for discussion of
issues and challenges that arise in the context of exploring and understanding music for a range of purposes authenticated details of relevant commercial or other examples of musical analysis.
CUSMLT403A Analyse functional harmony CUSIND501A Apply music knowledge and artistic CUSMLT502A Apply concepts about the impact of music CUSWRT501A Write about music.
judgement
to professional practice
CUS09 Music (Version 1.1) CUSMLT403A Analyse functional harmony
CUSMLT403A
Unit Descriptor
Analyse functional harmony

This unit describes the performance outcomes, skills and knowledge required to understand and use functional harmony. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Working musicians and songwriters apply the skills and knowledge outlined in this unit. At this level they are developing and applying a working knowledge of functional harmony and the related theoretical language of music to their own practice. Some guidance and support from mentors or teachers would usually be required. More advanced harmonic-analysis skills are covered in:
CUSMLT602A Analyse harmony.
Unit Sector
No sector assigned
ELEMENT 1. Clarify analysis requirements
Discuss with appropriate personnel the purpose and scope of the harmonic analysis Agree on own role in or contribution to the harmonic analysis Identify appropriate methodologies for analysing harmony in the context of the required task Identify the musical styles, genres or pieces to be analysed Clarify factors that may impact on the analysis, and plan accordingly Identify key signatures, accidentals and other harmonic indicators Identify chords and chord progressions Assess music pieces, recordings, compositions, written examples and/or performances to identify elements of functional harmony Identify a sufficient range of relevant harmonic and melodic elements to ensure that the analysis is comprehensive and to the required standard With assistance as required, identify the way in which the harmony functions within musical examples Investigate musical examples for the way harmonic elements are combined, manipulated and interpreted for aesthetic, technical and/or expressive outcomes Discuss aspects of work in progress with appropriate personnel and incorporate different angles or ideas into the analysis as required
2. Identify theoretical elements of music
2.1 2.2 2.3 2.4
3. Analyse how functional harmony contributes to performance and compositional outcomes
3.1 3.2 3.3
4. Complete analysis
4.1 4.2 4.3 4.4
Apply knowledge of harmony and related theoretical vocabulary to the analysis in an appropriate way Ensure that all aspects of musical examples are analysed or described to the required standard of analysis Assist with the compilation of conclusions based on the harmonic analysis as required Seek feedback on own contribution to the analysis from appropriate personnel and note areas for future improvement
Required skills
communication and literacy skills sufficient to: interpret and clarify written and verbal instructions respond positively to constructive feedback articulate music analysis accurately and appropriately using appropriate conventions analytical skills sufficient to: apply appropriate analytical methods of interpretation relevant to area of retrieve and use appropriate resources to develop analysis focus analysis on appropriate harmonic elements within compositions and/or accurately identify a variety of scales, chord sequences and music systems, including initiative and enterprise skills in the context of empathising with the creative work of self-management and planning skills sufficient to: prioritise work tasks source information and reference material in a timely fashion meet deadlines use language appropriate to the intended audience
of music writing and nomenclature
specialisation
performances
rhythms, time signatures, beat patterns or other elements of musical organisation
composers and performers
seek expert assistance when problems arise Required knowledge

well-developed understanding of music-related issues, including: styles and genres, and musical forms and conventions relevant to analysis music notation techniques for discriminating music aurally to analyse music repertoire relevant to chosen musical styles and genres musical and cultural protocols musical form and performance conventions cultural circumstances of music performance and consumption elements of musical organisation in relation to content of written work technical processes and demands of composition and/or music performances
issues and challenges that arise in the context of analysing functional harmony
composers artists and performers editors writers graphic designers program or event managers sound-production or recording personnel producers programmers academic supervisors teachers mentors.
deconstruction of musical examples into theoretical
component parts, including: melodic, harmonic and rhythmic structures in music technical components of music expressive components of music representation of new musical ideas performance composition arrangements and arranging principles research for: performance improvisation academic purposes written articles, program notes, criticism or marketing educational purposes and materials performance critiques.
investigating the use conventions of notation and music investigating and using relevant theoretical principles reflective listening studying music notation examples, including specific
nomenclature
scores and texts performance analysis studying the representation of music as symbols transcribing and analysing musical examples debating ideas reviewing and incorporating ideas from relevant literature and methodologies cross-referencing compositional and performance examples practical application of functional harmony. Elements of functional harmony may include:

chords and chord construction harmonic progressions keys and key centres voice leading substitution ideas and methods intervals cycle of fourths and fifths accidentals chord/scale relationships tonal and atonal elements.
traditional, including European classical or traditional
music of any other cultures all contemporary popular musical styles jazz world country folk.
Theoretical vocabulary may include musical devices and systems that relate to:
articulation beat chord/scale relationships dissonance and consonance dynamics expression form/structure harmony, chords and progressions interpretation melody nuance ornamentation phrasing pitch rhythm scales tempo timbre/tone colour time signatures tonality.

complete at least three harmonic analyses that apply sound reflective, critical-listening and
demonstrate sound understanding of functional harmony communication skills in the context of analysing functional harmony.

access to printed scores or recorded performances as use of culturally appropriate processes, and techniques

evaluation of harmonic analyses completed by the written or oral questioning to test knowledge as listed in case studies and scenarios as a basis for discussion of
candidate
issues and challenges that arise in the context of analysing functional harmony.

CUSMCP301A Compose simple songs or musical pieces CUSMCP402A Develop techniques for composing music CUSMLT303A Notate music CUSMLT401A Notate music for performance.
CUS09 Music (Version 1.1) CUSMLT501A Refine aural-perception skills
CUSMLT501A
Unit Descriptor
Refine aural-perception skills

This unit describes the performance outcomes, skills and knowledge required to improve aural-perception skills. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Musicians, songwriters, composers, arrangers, conductors and musical directors apply the skills and knowledge described in this unit. Well-developed aural-perception skills are essential for success in the music industry and can be applied in a range of contexts, for example, transcribing live or recorded music and preparing charts and other forms of notated music. An ability to discuss sophisticated music structures and components with peers and other industry personnel is required, along with a willingness to work consistently on improving one's own aural-perception skills.
Unit Sector
No sector assigned
ELEMENT 1. Set personal goals for extending own aural-perception skills
In consultation with appropriate personnel , identify the applications of aural-perception skills most relevant to own music practice Determine how own mastery of rhythmic, melodic and harmonic music structures can be improved Identify the genres and styles in own music practice that need attention in the context of refining aural-perception skills Prepare a plan for own skill development, including a timeline and criteria for measuring improvements Discuss plan with appropriate personnel and incorporate feedback as required Analyse conventions of language and terminology in the context of improving own aural-perception skills Expand ways of hearing music, as well as listening for and naming relevant music structures Expand knowledge of music-writing conventions connected with aural skill development Explore more advanced rhythmic, melodic and harmonic structures connected with aural skill development Focus on applying improved aural-perception skills in rehearsals or other practice activities Adhere to conventions of language and terminology Discuss application of aural-perception skills with peers and incorporate new ideas and techniques into own music practice
2. Expand methods for the aural recognition of music
2.1 2.2 2.3 2.4
3. Apply improved aural-perception skills to own music practice
3.1 3.2 3.3
4.1 4.2 4.3 4.4
Monitor own progress against personal goals and skill-development plan Discuss progress of skill development with appropriate personnel and act on feedback as required Identify personal strengths and weaknesses as a means of improving own work Evaluate overall effectiveness of learning methods in the expansion of aural-perception skills
Required skills
listening skills in the context of recognising how more advanced intervals, chords, scales communication skills sufficient to: read and understand relevant sources of information discuss with peers ideas and techniques associated with aural-perception skills seek and respond to feedback on own skill development initiative and enterprise skills in the context of analysing and recognising music
and chord progressions are used in music
structures and elements problem-solving skills sufficient to: troubleshoot difficulties connected with the aural recognition of music plan work tasks in a logical sequence planning and organisational skills sufficient to: set goals and plan own skill development research information on musical styles, elements and forms/structures self-management skills sufficient to: work to personal goals seek expert assistance when problems arise learning skills sufficient to aurally recognise music structures accurately technical skills sufficient to accurately analyse: scales chord sequences and music systems rhythms time signatures
beat patterns of musical organisation relevant to specialisation Required knowledge

musicianship, including: well-developed understanding of repertoire relevant to chosen musical specialisation well-developed understanding of musical protocols and customs for listening to music deep awareness of genres and styles, and their musical forms and conventions sophisticated aural recognition and interpretation of chords, scales, melodies, forms, well-developed understanding of musical form in the selected specialisation
relevant to the music specialisation
textures or other conventions in music
issues and challenges that arise in the context of improving aural-perception skills
teachers mentors arrangers composers music editors musicians bandleaders music conductors choir leaders.
Applications of aural-perception skills may include:
ability to identify and discuss sophisticated music
components with peers and other industry personnel capacity to transcribe complex live or recorded music developed appreciation of music subtleties and complexities developed overall musicianship preparation of scores, charts and other forms of notated music access to new forms of music. key signatures developed harmonic and melodic structures grouping of complex rhythmic structures time signatures, including compound and odd time signatures note pitch note duration scales and associated modes accidentals chords and chord progressions, including chord substitutions. classical jazz popular music church folk world.
Music structures may include:
Genres and styles may include:
Conventions of language and terminology may relate to:
music structures music notation, including: bar lines repeats sign coda ties rests phrases ornaments music forms, including: popular jazz classical.
manuscript layout more sophisticated methods of notation rehearsal figures bar lines ownership and copyright information.

hear and recognise complex music structures accurately adhere to the conventions of music language and apply aural-perception skills to own music practice plan and monitor progress in refining own
terminology within selected styles aural-perception skills.

access to a selection of recorded or performed music for use of culturally appropriate processes, and techniques
investigation and skill development
appropriate to the language and literacy capacity of learners and the work being performed opportunities to demonstrate improvement in aural-perception skills.

direct observation or video recording of the candidate's evaluation of candidate's plan for improving own
ability to aurally recognise complex music structures
aural-perception skills, including evidence of monitoring progress against goals discussion and/or case studies to determine candidate's ability to deal with challenges that arise in the context of improving aural-perception skills written or oral questioning or interview to test knowledge as listed in the required knowledge section of this unit and to assess the refinement of aural-perception skills.

CUSMCP401A Develop techniques for arranging music CUSMCP402A Develop techniques for composing music CUSMCP501A Compose music using electronic media CUSMCP502A Compose music for screen CUSMPF506A Develop technical skills and expand repertoire.
CUS09 Music (Version 1.1) CUSMLT502A Apply concepts about the impact of music to professional practice
CUSMLT502A
Unit Descriptor
Apply concepts about the impact of music to professional practice

This unit describes the performance outcomes, skills and knowledge required to analyse and apply concepts about the social significance of music to one's own professional practice. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Performing musicians and composers, as well as music promoters, marketers and managers, require in-depth understanding of the function of music in society, particularly in relation to the cultural significance of music in the lives of individuals and groups. This knowledge could be applied in the context of measuring the cultural and commercial value of music as a precursor to placing music products in the market place.
Unit Sector
No sector assigned
ELEMENT 1. Investigate the history of music
Identify relevant sources of information on the history and social significance of music Investigate and review different definitions of music and how these relate in historical and cultural contexts Explore the relationships and synergies between music and culture over time Compare and assess the different ways individuals and groups have performed, composed and presented music over time Explore ways in which music impacts on people's social and working lives Investigate and evaluate the different social and cultural functions of music Investigate and evaluate the role played by music in other fields of human endeavour Extract key information and ideas about the history and social significance of music Compare and evaluate alternative perspectives and views on music Discuss and present ideas about music fully and constructively with relevant personnel Reflect on how information and ideas might be integrated into own life and work, and set personal goals for doing so Identify and access opportunities to enhance own professional practice in light of knowledge gained
2. Assess the social significance of music
2.1 2.2 2.3 2.4
3. Apply historical and sociological knowledge of music to own professional practice
3.1 3.2 3.3 3.4 3.5
Required skills
well-developed written and oral communication skills in the context of discussing, analytical skills in the context of interpreting information dealing with potentially complex research and data-gathering skills sufficient to source, collect, collate and organise
exploring, interpreting and presenting ideas about music with and for others ideas relating to the cultural manifestations of music
relevant information learning skills in the context of: reflective learning for self contributing to the learning of others through discussion applying knowledge to enhance own professional practice Required knowledge
awareness of the social significance of music at different points in history and in different awareness of broader contemporary contexts and perspectives relating to music making
cultural scenarios
and music consumption in society
sources of information relating to the history and social significance of music

music performances and recordings music collectives funding bodies music performance venues community organisations friends, family, work colleagues and peers industry practitioners online databases media archives printed references and texts, e.g. books and journals other media sources, such as: radio television DVDs videos educational institutions libraries.

Ways in which music impacts on people's social and working lives may include:
developing a sense of identity and community facilitating social contact improving quality of life therapeutic and/or healing properties enriched inner or spiritual life intellectual stimulation relaxation and recreation expressive qualities and capacities aesthetic and/or literal communication music's capacity to reflect cultural value systems aural transmission of knowledge and wisdom representation of innovation and new ideas. visual/fine arts other performing arts anthropology ethnomusicology social sciences humanities product marketing. composers artists and performers broadcasters writers and journalists program or event managers sound-production or recording personnel record companies directors producers programmers academic supervisors production managers music promoters, agents and marketers advertising agencies. attending seminars participating in creative activities reviewing and adapting own communication skills using new approaches to work working in creative communities developing marketing plans for new music products.
Fields may include:
Opportunities may include:

demonstrate well-developed analytical, reflective and understand the historical contexts, social functions and
communication skills
circumstances of music making and consumption in society apply the above knowledge to own professional practice.

access to sources of information on the history, social use of culturally appropriate processes, and techniques
significance and function of music

evaluation of candidate's exploration of music and its
social significance, demonstrated through discussion and written or oral presentation written or oral questioning to assess knowledge of music in historical and contemporary contexts.
CUSIND501A Apply music knowledge and artistic CUSWRT501A Write about music.
judgement
CUS09 Music (Version 1.1) CUSMLT601A Analyse music
CUSMLT601A
Unit Descriptor
Analyse music
This unit describes the performance outcomes, skills and knowledge required to analyse the aesthetic, technical and expressive characteristics of music. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Performing musicians, music writers, music performance curators, and festival and concert programmers apply the skills and knowledge outlined in this unit. At this level they are applying an advanced level of aesthetic and artistic sensibility to their professional practice. A well-developed appreciation of music is essential, along with high-level aural discrimination skills and sound artistic judgement.
No sector assigned
Unit Sector
Discuss with appropriate personnel the purpose and scope of the music analysis Identify appropriate methodologies for analysing music in the context of the required task Identify the musical styles, genres or pieces to be analysed Clarify timelines for completion of analysis and factors that may impact on the analysis Assess musical examples to determine the overall style and character of the music Analyse musical elements for their expressive, aesthetic and technical qualities Identify a sufficient range of functional musical elements to ensure that the analysis is accurate and comprehensive Discuss aspects of work in progress with peers and incorporate different angles or ideas into the analysis as appropriate Apply knowledge of music and related music vocabulary to the analysis in an appropriate way Ensure that all aspects of the musical examples are analysed or described to provide the required style and standard of analysis Compile or synthesise conclusions of the musical analysis in the required format within agreed timelines and in a manner suited to the target audience Seek feedback on analysis from appropriate personnel and adjust conclusions as required Evaluate analysis process and note areas for future improvement
2. Identify aesthetic and expressive elements of music
2.1 2.2 2.3 2.4
3. Convey the musical analysis
3.1 3.2 3.3 3.4 3.5
Required skills
communication and literacy skills sufficient to: interpret and clarify written and verbal instructions discuss music and musical ideas with peers respond positively to constructive feedback articulate music analysis accurately and appropriately using appropriate conventions
of music writing and nomenclature read music use language appropriate to the intended audience analytical skills sufficient to: apply appropriate analytical methods of interpretation relevant to area of specialisation retrieve and use appropriate resources to develop analysis focus analysis on appropriate musical elements within compositions and/or performances accurately analyse a variety of scales, chord sequences and music systems, including rhythms, time signatures, beat patterns or other elements of musical organisation initiative and enterprise skills in the context of empathising with the creative work of composers and performers Required knowledge
well-developed understanding of music-related issues, including: styles and genres, and musical forms and conventions relevant to analysis music notation techniques for discriminating music aurally to analyse music repertoire relevant to chosen musical styles and genres musical and cultural protocols musical form and performance conventions cultural circumstances of music performance and consumption elements of musical organisation in relation to content of written work technical processes and demands of composition and/or music performances issues and challenges that arise when writing and talking about music writing and communication principles for the relevant medium
written and aural-presentation techniques for the relevant medium
analysis to determine the music's: aesthetic qualities technical qualities expressive qualities capacity for aesthetic and/or literal communication creative and innovative qualities expression of new ideas capacity to reflect value systems capacity for the aural transmission of knowledge and research for: performance improvisation academic purposes written articles, program notes, criticism or marketing educational purposes and materials performance commentary written or electronic media programs, presentations or
wisdom
live events.
Methodologies for analysis may include:
reflective listening study of music notation examples, including specific
scores and texts performance analysis studying the representation of music as symbols transcribing and analysing musical examples investigating the use of conventions of notation and music nomenclature debating ideas reviewing and incorporating ideas from relevant literature and methodologies cross-referencing compositional and performance examples.

music pieces scores or charts compositions and improvisations recordings other written examples and/or performances styles and genres may include: folk and traditional music forms, including European classical or traditional music of any other culture all contemporary popular musical styles jazz world country.
acoustics aesthetic qualities articulation beat cultural context dynamics expression form/structure genre harmony/chords instrumentation interpretation melody notation nuance ornamentation phrasing pitch relationship to text rhythm scales sound production style tempo texture timbre/tone colour time signatures tonality. specialised knowledge of repertoire specialised knowledge of artists critical-listening skills artistic judgement music history performance practice in a range of styles and customs music technology music texts aural recognition and comprehension of musical devices and systems, including: melody harmony timbre attack pitch tempi dynamics expression physics of music and sound production technical requirements for a range of instruments in a range of musical styles and performance contexts aural imagination and innovation musical styles and genres.
Music vocabulary may relate to elements, such as:
Target audiences may include:
peers and colleagues authors composers artists and performers editors program or event managers sound-production or recording personnel record companies directors producers media programmers academic supervisors production managers tutors and teachers mentors presenters general public.

complete at least three musical analyses that
demonstrate well-developed understanding of the systems and musical elements being analysed apply musical analysis to own professional practice apply well-developed analytical, reflective, critical-listening and communication skills in the context of analysing music. Assessment must ensure:
access to printed scores or recorded performances as opportunities to apply the analysis of harmony in a
practical context use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

evaluation of musical analyses completed by the written or oral questioning to test knowledge as listed in case studies and scenarios as a basis for discussion of
candidate
issues and challenges that arise in the context of analysing music for a range of purposes authenticated details of relevant commercial or other examples of musical analyses.
CUSIND501A Apply music knowledge and artistic CUSMCP601A Extend techniques for composing music CUSMCP602A Extend techniques for arranging music CUSMLT502A Apply concepts about the impact of music CUSMLT602A Analyse harmony CUSWRT501A Write about music.
judgement
CUS09 Music (Version 1.1) CUSMLT602A Analyse harmony
CUSMLT602A
Unit Descriptor
Analyse harmony
This unit describes the performance outcomes, skills and knowledge required to analyse and deconstruct harmony for its component parts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Performing musicians, composers and arrangers apply the skills and knowledge outlined in this unit. At this level they need to apply an advanced knowledge of harmony and the related theoretical language of music as they discuss music or musical ideas with their peers. The ability to analyse harmony is essential for people who write about music at an advanced level.
No sector assigned
Unit Sector
Discuss with appropriate personnel the purpose and scope of the harmonic analysis Identify appropriate methodologies for analysing harmony in the context of the required task Identify the musical styles, genres or pieces to be analysed Clarify timelines for completion of analysis and factors that may impact on it Analyse music examples to identify elements of harmony Identify a sufficient range of harmonic and melodic elements to ensure that the analysis is comprehensive and to the required standard Identify the way in which the harmony functions within the musical examples to inform the distinctive character of compositions, performances or arrangements Analyse music with respect to the way harmonic elements are combined, manipulated and interpreted for aesthetic, technical and/or expressive outcomes Discuss aspects of work in progress with peers and incorporate different angles or ideas into the analysis as appropriate
2. Identify musical elements
2.1 2.2
3. Analyse how functional harmony contributes to performance and compositional outcomes
3.1 3.2 3.3
4. Present or apply analysis
4.1 4.2 4.3 4.4 4.5 4.6
Apply knowledge of harmony and related theoretical vocabulary to the analysis in an appropriate way Ensure that all aspects of musical examples are analysed or described to the required standard of analysis and depth of understanding Apply broader knowledge of music to the harmonic analysis Compile or synthesise conclusions of the harmonic analysis in required format within agreed timelines Seek feedback on analysis from appropriate personnel and adjust conclusions as required Evaluate analysis process and note areas for future improvement
Required skills
communication and literacy skills sufficient to: interpret and clarify written and verbal instructions discuss music and musical ideas with peers respond positively to constructive feedback articulate music analysis accurately and appropriately using appropriate conventions
of music writing and nomenclature read music use language appropriate to the intended audience analytical skills sufficient to: apply appropriate analytical methods of interpretation relevant to area of specialisation retrieve and use appropriate resources to develop analysis focus analysis on appropriate harmonic elements within compositions and/or performances accurately analyse a variety of scales, chord sequences and music systems, including rhythms, time signatures, beat patterns or other elements of musical organisation initiative and enterprise skills in the context of empathising with the creative work of composers and performers self-management and planning skills sufficient to: prioritise work tasks source information and reference material in a timely fashion meet deadlines seek expert assistance when problems arise Required knowledge
well-developed understanding of music-related issues, including: styles and genres, and musical forms and conventions relevant to analysis music notation techniques for discriminating music aurally to analyse music repertoire relevant to chosen musical styles and genres musical and cultural protocols musical form and performance conventions cultural circumstances of music performance and consumption elements of musical organisation in relation to content of written work technical processes and demands of composition and/or music performances issues and challenges that arise when writing and talking about music writing and communication principles for the relevant medium
written and aural-presentation techniques for the relevant medium
deconstruction of musical examples into theoretical
component parts, including; melodic, harmonic and rhythmic structures in music technical components of music expressive components of music representation of new musical ideas performance composition arranging musical accompaniment research for: performance improvisation academic purposes written articles, program notes, criticism or marketing educational purposes and materials performance commentary.
reflective listening study of music notation examples, including specific
scores and texts performance analysis studying the representation of music as symbols transcribing and analysing musical examples investigating the use of conventions of notation and music nomenclature debating ideas reviewing and incorporating ideas from relevant literature and methodologies cross-referencing compositional and performance examples investigating and using relevant theoretical principles practical application of principles of harmony. music pieces scores or charts compositions and improvisations recordings other written examples and/or performances styles and genres may include: folk and traditional music forms, including European classical or traditional music of any other culture all contemporary popular musical styles jazz world country. key signatures melody harmony/chords tonality scales accidentals ornamentation suspensions passing notes form/structure transposition texture style genre cultural context relationship to text.
Harmonic elements may include:
Theoretical vocabulary may include musical devices and systems that relate to:
pitch melody harmony, chords and progressions scales time signatures tonality chord/scale relationships ornamentation form/structure rhythm beat tempo timbre/tone colour interpretation expression nuance phrasing articulation dynamics musical symbols: staves and leger lines clefs key signatures accidentals symbols and terms indicating notes, chords and repeats phrasing.

complete at least three harmonic analyses that
demonstrate well-developed understanding of harmonic theories and principles apply harmonic analysis to own professional practice apply well-developed analytical, reflective, critical-listening and communication skills in the context of analysing harmony.

access to printed scores or recorded performances as opportunities to apply the analysis of harmony in a
practical context use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

evaluation of harmonic analyses completed by the
candidate written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of analysing harmony for a range of purposes authenticated details of relevant commercial or other examples of harmonic analysis.

CUSMCP502A Compose music for screen CUSMCP601A Extend techniques for composing music CUSMCP602A Extend techniques for arranging music CUSMLT601A Analyse music CUSWRT501A Write about music.
CUS09 Music (Version 1.1) CUSMPF101A Develop skills to play or sing music
CUSMPF101A
Unit Descriptor
Develop skills to play or sing music

This unit describes the performance outcomes, skills and knowledge required to develop elementary skills in tuning, playing and caring for an instrument. This is the first in a series of units dealing with developing technical skills. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People with little or no musical experience apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in singing or playing a specific musical instrument and need close guidance and supervision.
No sector assigned
Unit Sector
ELEMENT 1. Become familiar with chosen instrument
Develop an understanding of how the physical characteristics of instruments and the voice affect the sound they produce in performance Explore the range , capability and sound characteristics of chosen instrument or voice Discuss with colleagues or teachers how the physical relationship between instrument and performer produces the required sound Listen to live or recorded music featuring the chosen instrument or voice and discuss with colleagues and/or teacher how sounds and effects are achieved Use appropriate methods and cleaning products to care for, move and store instrument and accessories Develop listening skills to enable recognition of simple musicalelements Set goals for own skill development in consultation with relevant people Set up instrument or warm up voice as required As required, seek assistance from relevant people to tune instrument to the required pitch Apply listening skills in the process of producing a range of notes, rhythms and/or chords Use correct posture to extend technique and to develop healthy performance habits in line with OHS principles
2. Prepare to play instrument 2.1 2.2 2.3 2.4
3. Play simple pieces in selected style
3.1 3.2 3.3 3.4
In consultation with relevant people, select simple pieces and exercises suitable for practice in playing selected repertoire Apply the elements of pitch, rhythm, sound colour and/or volume during practice sessions Experiment with different techniques to develop proficiency in producing the required sound Seek feedback on own skill development from relevant people and evaluate progress against personal goals
Required skills
communication, teamwork and organisational skills sufficient to: interpret music at a basic level for performance practice respond appropriately to constructive feedback on own performance plan own practice time and set skill-development goals listening skills sufficient to: monitor and adjust intonation as required use appropriate sound and tone production for instrument or voice reproduce basic musical patterns learning skills in the context of: using printed or audio tutoring resources improving skills through practice technical and problem-solving skills sufficient to: use a basic range of techniques on chosen instrument tune instrument to achieve intonation
discriminate pitch and/or rhythm Required knowledge

basic understanding of: industry, repertoire and musical terminology acoustic principles relevant to selected instrument instrument parts, applications, range, capabilities, care and maintenance
OHS practices, procedures and standards as they apply to performance practice
Instruments may include:
acoustic or electronic brass stringed keyboards wind percussion plucked voice. tone colour dynamics and volume sound production pitch, register and tessitura specific effects available using a range of attacks other acoustic or electronic effects.
Range of an instrument may include:
Capability of an instrument may include:
application to a range of music-making activities and scope and potential for solo or group performance adaptability size of instrument.
outcomes
Accessories may include:
reeds strings bows plectrums mouth pieces mutes sticks, mallets, brushes and beaters stands pedals microphones amplifiers samplers mixers enhancers, such as pitch and tone modulators.
Musical elements include:
simple melodies simple rhythms simple musical forms.
Relevant people may include:
mentor teacher coach tutor family member.
Tuning an instrument may involve:
adjusting: pitch tone colour oral tract, including lip pressure and intensity of breath position of the diaphragm and larynx sound production diameter or other instrumental dimensions, such as: length of strings tautness of skins length of tubing or pipes embouchure settings of the instrument and relevant accessories using: appropriate tuning options tuning keys or other tuning implements, such as tuning pitch pipes electronic pitch or frequency controls other musicians.
forks and electronic tuners
OHS principles may include:
industry practice and legislation posture appropriate hearing and volume levels for self and others electrical hazards length of performance and practice sessions preventative practice against overuse injury. physical elements of an instrument instrumental attack and articulation range of accessories interaction between player and instrument performer's physique voice production sound production different instrumental combinations.
Sound colour may involve:
physical coordination in one or more of: bowing tonguing embouchure plucking beating fingering strumming pedalling attack dynamics tempi intonation vocal and instrumental sound production rhythms and rhythm patterns chords and chord patterns melodic patterns playing or singing notes, short tunes and basic scales playing, tapping or clapping rhythms and rhythm patterns playing chords and simple chord patterns.

demonstrate basic physical capacity and coordination
required to play or sing simple melodies, chords and rhythm patterns respond appropriately to constructive feedback on own performance. Assessment must ensure:
access to relevant instruments and equipment suitable physical and acoustic environment use of culturally appropriate processes, and techniques

direct observation of candidate in practice sessions or testimonial from individual tutors video or audio recordings of candidate's performance or written or oral questioning to assess knowledge of chosen
performances
practice sessions instrument.
CUSMPF102A Develop ensemble skills to perform simple
musical parts.
CUS09 Music (Version 1.1) CUSMPF102A Develop ensemble skills to perform simple musical parts
CUSMPF102A
Unit Descriptor
Develop ensemble skills to perform simple musical parts

This unit describes the performance outcomes, skills and knowledge required to follow a musical director and musical instructions to perform simple musical parts in an ensemble situation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People with little or no musical experience apply the skills and knowledge outlined in this unit. Typically they would be performing in community workshops, one-off or short programmes of musical instruction, and in remote communities.
No sector assigned
Unit Sector
ELEMENT 1. Prepare to perform simple musical parts
Set up equipment , tune instrument and confirm requirements with relevant personnel Set instrument to appropriate volume as directed Sit or stand and warmup for performance as directed Perform notated or memorised musical part at appropriate volume Take cues from relevant personnel to start and end musical part Take cues as required for entry and exit points of musical part Seek feedback on own performance from relevant personnel Consider and note aspects of own performance that could be improved Respond positively to constructive feedback from others on own performance and take action to improve as required
2. Perform simple musical parts
3. Improve own performance
3.1 3.2 3.3
Required skills
communication, teamwork and organisational skills sufficient to: interpret music at a basic level for performance practice respond appropriately to constructive feedback on own performance plan own practice time self-management and learning skills sufficient to: follow ensemble protocol and musical instruction improve performance skills through practice and rehearsal technical skills sufficient to: perform simple pieces on chosen instrument as part of an ensemble
tune instrument to achieve intonation Required knowledge

basic understanding of music structures, styles and forms
basic understanding of OHS procedures in relation to performing in a range of environments

Equipment may include:
chairs electronic tuners music stands PA system and microphones percussion instruments stringed instruments wind instruments. musical director performer mentor teacher coach tutor conductor sound engineer. chords physical stretching scales vocal scales.
Warm up may include:
Cues may include:
notation in music score body movement musical verbal or written.
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 Context of and specific resources for assessment

follow ensemble protocol follow musical instruction.

access to appropriate repertoire, instrumentation and access to an appropriate performance space use of culturally appropriate processes, and techniques
sheet/recorded music

direct observation of the candidate performing simple video or audio recordings of candidate's performance or written or oral questioning to assess knowledge of
musical parts in an ensemble situation practice sessions
ensemble protocol.
CUSMPF101A Develop skills to play or sing music.
CUS09 Music (Version 1.1) CUSMPF201A Play or sing simple musical pieces
CUSMPF201A
Unit Descriptor
Play or sing simple musical pieces

This unit describes the performance outcomes, skills and knowledge required to prepare for and perform a simple musical sequence or piece. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People with some musical experience apply the skills and knowledge outlined in this unit. They are performing in situations that allow them to extend elementary skills in singing or playing a specific musical instrument.
No sector assigned
Unit Sector
ELEMENT 1. Explore the range and capability of chosen instrument or voice
Explore the physical characteristics of instrument or voice in music making Explore the scope , capability and sound characteristics of instrument or voice in music making Explore a range of ways in which sound can be produced in line with selected musical style and repertoire Use appropriate methods and cleaning products to care for, move, use and store instrument and accessories Set up and/or warm up instrument or voice in preparation for practice and performance Tune instrument appropriately and seek feedback from relevant personnel to confirm accuracy of tuning Listen to own work carefully to develop intonation, harmonies and/or rhythm, and seek feedback from relevant personnel to guide practice Use personal practice to develop physical facility and confidence with instrument or voice Use good posture and appropriate finger, hand and/or body positions to develop technical facility and maintain healthy performance habits Develop listening skills to recognise and identify pitch, rhythm, instrumentation and musical style
2. Maintain and care for instrument
2.1 2.2 2.3
3. Use personal practice time to develop skills
3.1 3.2 3.3 3.4
4. Perform short pieces
4.1
4.2 4.3 4.4 4.5 4.6
Guided by a teacher or mentor, plan activities and physical exercises to expand capacity to perform a range of short, simple pieces and a range of notes, rhythms and/or chord patterns Listen to the work of professional musicians to identify own goals and evaluate own work against those goals Play or sing short, simple pieces and/or accompaniments using rhythmic control and tuning Perform all work following agreed tempi Apply listening skills in playing or singing short, simple pieces or accompaniments Comply with OHS principles in practice sessions and performances
Required skills
communication, teamwork and organisational skills sufficient to: interpret music at a basic level for performance practice respond appropriately to constructive feedback on own performance plan own practice time and set skill-development goals listening skills sufficient to: monitor and adjust intonation as required use appropriate sound and tone production for instrument or voice reproduce basic musical patterns learning skills in the context of: using printed or audio tutoring resources improving skills through practice technical and problem-solving skills sufficient to: use a basic range of techniques on chosen instrument tune instrument to achieve intonation discriminate pitch and produce the required sound discriminate rhythm
reproduce musical patterns Required knowledge

basic understanding of: repertoire relevant to selected instrument or voice musical terminology acoustic principles relevant to selected instrument or voice instrument parts, applications, range, capabilities, care and maintenance performance and instrumental protocol and customs in selected musical style and
repertoire
acoustic or electronic voice stringed keyboards wind percussion brass plucked.
Scope of an instrument may include:
tone colour: instrumental attack range of accessories interaction between player and instrument performer's physique voice production sound production effects dynamics and volume pitch, register and tessitura specific effects available using a range of attacks. application to a range of music-making activities and scope and potential for solo or group performance adaptability size. short, simple pieces appropriate to the selected song forms and their relevant components, such as: riffs sequences rhythm patterns pieces composed for or by the performer.
Capability of an instrument may include its:
outcomes
Repertoire may include:
instrument
reeds strings plectrums mouth pieces sticks, mallets, brushes and beaters stands pedals microphones amplifiers samplers mixers enhancers, such as pitch and tone modulators.
musical director performer colleague mentor teacher coach tutor family member.
Facility with instrument or voice may include:
phys i cal coordination in one or more of: tonguing fingering plucking beating pedalling vocal technique attack dynamics tempi intonation sound production rhythms and rhythm patterns chords and chord patterns melodic patterns. exercises to develop physical coordination in performing exercises to improve breath control bowing techniques to help coordinate finger action and
Exercises may include:
music in simple scales, arpeggios, chords or rhythms
bowing movements exercises to develop embouchure systematic fingering patterns systematic hand and foot patterns systematic plucking and picking patterns and exercises drumming exercises pedalling exercises vocal exercises for pitch and articulation. relevant practice or legislation hearing and noise reduction strategies length of performance and practice sessions correct posture.
OHS principles include:

demonstrate the physical capacity and coordination respond appropriately to constructive feedback on own
required to play or sing simple pieces performance.

access to relevant instruments and equipment suitable physical and acoustic environment use of culturally appropriate processes, and techniques

direct observation of candidate in practice sessions or testimonial from individual tutors video or audio recordings of candidate's performance or written or oral questioning to assess knowledge as listed
performances
practice sessions
in the required knowledge section of this unit.
CUSMLT201A Develop and apply musical ideas and CUSMPF202A Incorporate music technology into CUSMPF203A Develop ensemble skills for playing or CUSMPF204A Play music from simple written notation.
listening skills performance
singing music
CUS09 Music (Version 1.1) CUSMPF202A Incorporate music technology into performance
CUSMPF202A
Unit Descriptor
Incorporate music technology into performance

This unit describes the performance outcomes, skills and knowledge required to perform and record music using technology-based equipment. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Musicians and artists, such as DJs and other electronic music artists, use technology as an integral part of their performance. They need to develop techniques for using technology to enhance performance and maintain and update knowledge of advances in technology. Some musical experience is required to undertake this unit.
No sector assigned
Unit Sector
ELEMENT 1. Explore the potential of technology-based equipment
Discuss with appropriate personnel ways in which digital equipment can be used to enhance musical performance Use practice sessions to explore the full range of features in standard technology-based equipment Test a range of ways in which sound can be produced to achieve performance goals consistently and reliably Seek feedback from appropriate personnel on own skill development and set improvement goals Use appropriate methods to care for, move, use and store equipment securely and safely Identify maintenance problems with equipment and refer to appropriate personnel for action Use accessories, fittings, maintenance and cleaning products to keep equipment in good condition Use electronic devices or software to record or play music, consistent with the style of the instruments or voices in the act Use electronic devices to reproduce instrumental sounds or sequences Use electronic devices or software to program music Use electronic devices or software to drive outboard equipment accurately and consistently Use electronic devices or software to incorporate sound into a music, video, light or multimedia product, as appropriate to the act or individual performance Monitor own proficiency in using electronic devices and note areas for improvement in consultation with appropriate personnel
2. Maintain and care for equipment
2.1 2.2 2.3
3. Use music technology to enhance performance
3.1 3.2 3.3 3.4 3.5 3.6
Required skills
communication, teamwork and organisational skills sufficient to: follow written and verbal instructions understand information in equipment user guides respond appropriately to constructive feedback on own performance plan own practice time and set skill-development goals learning skills in the context of improving skills through practice initiative and enterprise skills in the context of using technology-based equipment to
produce sounds in a variety of ways
technical skills in the context of using music technology to perform and record music at a basic level Required knowledge
industry knowledge, including: ways in which technology can be used to perform and record music features of standard technology-based equipment and related software musical terminology
OHS practices, procedures and standards as they apply to using music technology
musical director performer mentor teacher coach tutor sound technician.
Sounds to be reproduced may include:
individual instruments groups of instruments instrumental sounds or sequences from MIDI devices,
software programs or other devices.
Outboard equipment may include:
lights effects, such as: delay reverbs harmoniser personal computer (e.g. PowerPoint files) audiovisual video.

record, reproduce and perform music competently using respond positively to constructive feedback on own skill
technology-based equipment
development in relation to incorporating music technology into performance.

access to technology-based equipment and related access to at least one form of outboard equipment linked use of culturally appropriate processes, and techniques
software
to a computer or other technology-based equipment appropriate to the language and literacy capacity of learners and the work being performed.

direct observation or video recordings of candidate using
technology-based equipment in practice sessions or performances testimonial from individual tutors written or oral questioning to assess knowledge as listed in the required knowledge section of this unit.
CUSMCP303A Develop simple musical pieces using CUSMLT201A Develop and apply musical ideas and CUSMPF201A Play or sing simple musical pieces.
electronic media listening skills
CUS09 Music (Version 1.1) CUSMPF203A Develop ensemble skills for playing or singing music
CUSMPF203A
Unit Descriptor
Develop ensemble skills for playing or singing music

This unit describes the performance outcomes, skills and knowledge required to extend elementary skill development in singing or playing a musical instrument and to perform simple repertoire as part of an ensemble. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People with some musical experience who perform in an ensemble apply the skills and knowledge outlined in this unit. In this performance context an understanding of group dynamics is essential since members of the group need to develop a rapport with each other as they practise and play together. More complex skills associated with ensemble performance are covered in:
CUSMPF404A Perform music as part of a group.
Unit Sector
No sector assigned
ELEMENT 1. Develop an understanding of ensemble playing
In a learning environment, develop an understanding of the different types of ensembles and instrument combinations With appropriate personnel , discuss issues and challenges that arise in the context of playing in an ensemble Confirm own role in ensemble Guided by a teacher or mentor, select repertoire suited to the performance skills of ensemble members Practise performing pieces together as a group In collaboration with other members of the group identify areas that need to be improved and incorporate into practice sessions as required
2. Use group practice time to develop performance skills
2.1 2.2 2.3
3. Perform short, simple pieces as part of an ensemble
3.1 3.2 3.3 3.4 3.5 3.6 3.7
Perform warm-up routines as required Contribute to a cohesive performance by taking and giving cues reliably, promptly, accurately and sensitively Synchronise own playing or singing with that of other performers Maintain accuracy in own musical entries and exits throughout the performance Apply listening skills and adjust own playing or singing as necessary to achieve required sound Comply with OHS principles in practice sessions and performances After performances, collaboratively and constructively assess how well the group played together and agree on ways to improve performances
Required skills
communication, teamwork and organisational skills sufficient to: contribute to discussions about suitable repertoire for the ensemble collaborate effectively with other members of the group during performances respond appropriately to constructive feedback on own performance contribute constructive planning skills sufficient to: arrive punctually at group practice sessions allow sufficient time for warm-up prior to performances listening skills sufficient to: monitor and adjust intonation as required recognise intervals, chords, scales and chord progressions in selected area of use appropriate sound and tone production for instrument or voice adjust own playing or singing in line with requirements of ensemble performance
specialisation
initiative and enterprise skills in the context of: producing sounds in a range of ways appropriate to the ensemble repertoire responding appropriately to the unexpected during performances learning skills in the context of improving music performance skills and expression
through practice technical and problem-solving skills sufficient to: use a range of instrumental techniques on either a first or second instrument use a variety of rhythms and rhythmic styles relevant to specialisation Required knowledge
broad understanding of: industry, repertoire and musical terminology acoustic principles relevant to selected instrument and area of specialisation instrument parts, applications, range, capabilities, care and maintenance group and solo performance protocols and customs issues and challenges that arise in the context of performing in an ensemble
OHS practices, procedures and standards as they apply to performing in a range of environments
Types of ensembles may include:
jazz: duo trio quartet larger rock and pop line-ups: lead vocals, bass guitar, drums and percussion lead vocals, bass guitar, lead guitar, keyboards, lead vocals, lead guitar, rhythm guitar, backing vocals, classical chamber music: duet trio quartet quintet sextet septet octet nonet.
backing vocals, drums and percussion
bass guitar, DJ, synthesiser, drums and percussion
Instruments may be:
acoustic or electronic voice stringed keyboards wind percussion brass plucked. musical director performer mentor teacher coach tutor.
Issues and challenges may include:
interaction with other ensemble members: showing respect for the skills of others synchronising playing offering constructive feedback on group performance responding positively to constructive feedback on own contributing to a cohesive performance listening critically to own and others' performance adjusting own playing to achieve the required sound.
performance
Listening may include:
tuning instrument recognising music systems and practices chords and keys in tonal or other musical systems reproducing sequences from memory adapting own performance to the overall performance of the group listening critically to own performance responding to other players in performance.

industry practice and legislation posture appropriate hearing and volume levels for self and others electrical hazards length of performance and practice sessions preventative practice against overuse injury.

perform proficiently as a member of a group before an collaborate effectively with other members of the group participate constructively in evaluations of group
audience on at least two occasions during performances performances.

access to relevant instruments and equipment opportunities for musical collaboration in performances appropriate venue with adequate space and acoustic use of culturally appropriate processes, and techniques
before an audience qualities

observation or video recordings of performances in which written or oral questioning to test knowledge as listed in
the candidate is a member of an ensemble
the required knowledge section of this unit case studies and scenarios as a basis for discussing issues and challenges that arise in the context of performing in an ensemble.
CUSMLT201A Develop and apply musical ideas and
listening skills CUSMPF201A Play or sing simple musical pieces CUSMPF202A Incorporate music technology into performance CUSMPF204A Play music from simple written notation.
CUS09 Music (Version 1.1) CUSMPF204A Play music from simple written notation
CUSMPF204A
Unit Descriptor
Play music from simple written notation

This unit describes the performance outcomes, skills and knowledge required to develop basic analytical skills to identify music notational conventions and to play music from simple written music notation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Instrumentalists and vocalists apply the skills and knowledge outlined in this unit, which covers the different ways that music-reading skills are used in a performance context. More complex skills associated with reading and notating music are covered in:
CUSMLT303A Notate music CUSMPF410A Perform music from written notation.
Unit Sector
No sector assigned
ELEMENT 1. Explore conventions of music notation
PERFORMANCE CRITERIA 1.1 1.2 1.3 2.1 2.2 2.3 2.4 2.5
Identify simple rhythmic, melodic and harmonic structures Examine conventions of form and music structures Recognise dynamics andexpression marks Develop reading skills through private practice Interpret simple melodic and rhythmic structures as required Interpret harmonic structures as required Follow form and music structures as indicated Interpret dynamics and expression marks appropriately Seek feedback from appropriate personnel to identify individual strengths and weaknesses and develop strategies to strengthen skills In collaboration with appropriate personnel identify suitable repertoire for practising music-reading skills Establish a plan for further development of music-reading skills
2. Perform notated music on an instrument
3. Identify opportunities for further development of music-reading skills
3.1 3.2 3.3
Required skills
problem-solving skills sufficient to: troubleshoot music-reading problems plan work tasks in a logical sequence planning and organisational skills sufficient to: implement a private music practice strategy work to set goals initiative and enterprise skills in the context of interpreting expressive style appropriately self-management skills sufficient to: work to personal goals seek expert assistance when problems arise manage private music practice learning skills sufficient to: improve techniques through practice seek and respond positively to constructive feedback on own performance literacy skills sufficient to read and understand relevant sources of information technical skills sufficient to: understand simple musical form in the selected specialisation follow musical elements from written music
from written music
accurately analyse simple scales, chord sequences and music systems, rhythms, time signatures, and beat patterns of musical organisation relevant to specialisation from written music Required knowledge
musicianship, including: basic understanding of repertoire relevant to chosen musical specialisation musical protocols and customs for reading written music
basic awareness of genres and styles, and their musical forms and conventions in written notation
Rhythmic, melodic and harmonic structures may include:
key signatures basic harmonic and melodic structures grouping of simple rhythmic structures time signatures, including 2/4, 3/4, 4/4, 6/8 and 9/8 note pitch note duration accidentals chords.
Form and music structures may include:
bar lines repeats sign coda ties rests phrases ornaments popular music forms jazz forms classical forms. tempo volume accents phrasing articulation special effects. teachers mentors musicians bandleaders music conductors choir leaders. music examinations practice schedules critical self-analysis documenting weaknesses formal written strategy. classical jazz popular music church.
Dynamics and expression marks may include:

recognise basic music structures play music from basic written notation adhere to the conventions of the selected music.

access to a selection of notated music for exploration and use of a musical instrument use of culturally appropriate processes, and techniques
performance

direct observation or video recording of the candidate authenticated audio recording of the candidate playing
playing music from written notation
music from written notation written or oral questioning to test knowledge of basic music conventions third-party reports from formal practical music examinations.
CUSMPF201A Play or sing simple musical pieces CUSMLT201A Develop and apply musical ideas and
listening skills.
CUS09 Music (Version 1.1) CUSMPF301A Develop technical skills in performance
CUSMPF301A
Unit Descriptor
Develop technical skills in performance

This unit describes the performance outcomes, skills and knowledge required to build on basic technical skills in a chosen area of music specialisation and to perform simple repertoire. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Instrumentalists and vocalists apply the skills and knowledge outlined in this unit. In the lead-up to performances they need to develop a regular practice routine which involves tuning and caring for instruments, as well as practising pieces to be performed. At this level, they could be developing skills on either a first or second instrument. More complex skills associated with the development of technical and specialist skills in performance are covered in:
CUSMPF405A Develop performance techniques CUSMPF406A Perform music as a soloist.
Unit Sector
No sector assigned
ELEMENT 1. Explore the range of instrument or voice
Develop control of the physical characteristics of instrument or voice and apply to performance Extend control over the range andscope of instrument or voice during performance Explore capability of instrument and voice in line with repertoire requirements Use appropriate methods and cleaning products to care for, move and store instruments and accessories Set up and/or warm up the instrument or voice as required Tune the instrument appropriately to the required standard and in line with tuning conventions Listen to own work carefully to ensure accurate intonation, harmonies, sound colour and rhythm Plan and use personal practice time to achieve performance goals Plan exercises and use practice sessions to develop technical skills and facility with instrument or voice during performance Perform and practise activities in line with OHS principles Plan activities and physical exercises to extend own capacity to produce an extensive range of notes, rhythms and chord patterns Seek and act on feedback from relevant personnel to guide practice
2.1 2.2 2.3 3.1 3.2 3.3 3.4 3.5 3.6
3. Use personal practice time to extend technical skills
4. Perform pieces
4.1 4.2 4.3
Play or sing pieces and/or accompaniments from a range of repertoire Perform all work following agreed tempi and musical markings where relevant Use appropriate techniques to improve sound control and intonation, and to achieve variation in sound and tone Listen to the work of professional musicians to set performance goals and evaluate own performance against those goals Act on constructive feedback from relevant personnel on own performance and level of skill development
5. Evaluate own performance
5.1 5.2
Required skills
communication, teamwork and organisational skills sufficient to: interpret music appropriately for performance practice respond appropriately to constructive feedback on own performance self-management and planning skills sufficient to plan own practice time and set listening skills sufficient to: monitor and adjust intonation as required recognise intervals, chords, scales and chord progressions in selected area of
development goals
specialisation use appropriate sound and tone production for instrument or voice produce a controlled sound with variations in tone as required initiative and enterprise skills in the context of: producing sounds in a range of ways appropriate to selected musical style and repertoire responding appropriately to the unexpected during performances learning skills in the context of improving music performance skills and expression through rehearsal technical and problem-solving skills sufficient to: use a range of instrumental techniques on either a first or second instrument tune instrument to achieve intonation use a variety of rhythms and rhythmic styles relevant to specialisation Required knowledge
broad understanding of: industry, repertoire and musical terminology acoustic principles relevant to selected instrument and area of specialisation instrument parts, applications, range, capabilities, care and maintenance
Instruments may be first or second instruments and may include:
acoustic or electronic brass stringed keyboards wind percussion plucked voice. tone colour articulation physical attributes and components control and contrast sound production dynamics and volume pitch, register and tessitura specific effects available using a range of attacks other acoustic or electronic effects.
Range and scope of instruments may include:
application to a range of music-making activities and scope and potential for solo or group performance in adaptability size of instrument history in performance and customs of established
outcomes in selected area of specialisation selected area of specialisation
performance tradition.
movements and/or pieces appropriate to selected
instrument improvisation on specific/harmonic structures in selected area of specialisation songs and tunes in selected area of specialisation own original pieces traditional patterns in selected area of music specialisation.
reeds strings bows plectrums mouth pieces mutes sticks, mallets, brushes and beaters stands pedals microphones amplifiers samplers mixers enhancers, such as pitch and tone modulators.
Sound colour may involve:
physical elements of an instrument instrumental attack and articulation range of accessories interaction between player and instrument performer's physique voice production sound production different instrumental combinations.
Developing technical skills may involve:
reproducing pieces from written notation, chord charts or
aural memory and imitation developing physical coordination playing and/or singing pieces or excerpts playing and/or singing rhythms and rhythm patterns playing chords and chord patterns playing and/or singing melodies systematic fingering patterns bowing techniques to achieve good finger action, bowing movements and smooth bow changes systematic hand and foot patterns systematic plucking, picking and strumming patterns vocal and breath exercises to achieve consistent pitch, articulation and breath control drumming exercises for hands, sticks, mallets, brushes and beaters working effectively with an instrumental or vocal tutor personal practice coaching others performing with other artists observing and listening to the performance of others exercises, such as: simple major and harmonic scales and arpeggios pentatonic scales common modes simple major and minor triads/chords rhythm patterns improvisation within established musical parameters breath control. intonation breathing embouchure pedalling bowing/strokes fingering tonguing tone and articulation vibrato phrasing microphone technique diction posture plucking. industry practice and legislation posture appropriate hearing and volume levels for self and others electrical hazards length of performance and practice sessions preventative practice against overuse injury.
Facility with instrument or voice may involve:
musical director performer mentor teacher coach tutor conductor sound engineer.

perform at least three pieces in selected area of achieve the required sound learn and practise to improve own performance respond positively to constructive feedback on own
specialisation
performance.

access to relevant instruments access to suitable acoustic space use of culturally appropriate processes, and techniques

observation of practice or performance written or oral questioning on technical development video and/or audio recordings of performances or practice
strategies, planning and goals
sessions self-evaluation sheets samples of work plans for private practice sessions simulation of a performance practice session case studies and scenarios as a basis to discuss technical issues and strategies to deal with them in performance.
CUSMLT301A Apply knowledge of genre to music CUSMPF303A Contribute to backup accompaniment CUSMPF305A Develop improvisation skills CUSMPF401A Rehearse music for group performances.
making
CUS09 Music (Version 1.1) CUSMPF302A Prepare for performances
CUSMPF302A
Unit Descriptor
Prepare for performances

This unit describes the performance outcomes, skills and knowledge required to use practice time to prepare for performances. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Musicians and vocalists apply the skills and knowledge outlined in this unit. Effective preparation involves not only practising the pieces to be performed, but applying strategies to overcome performance anxiety and ensuring due regard for personal health and safety considerations.
No sector assigned
Unit Sector
ELEMENT 1. Clarify performance requirements
Discuss performance requirements with appropriate personnel Confirm own role and level of responsibility in relation to performances Obtain required resources in a timely fashion and in line with level of responsibility Maintain personal practice to achieve the required standard for rehearsals and performance Develop technical facility and address performance issues and weaknesses during private practice sessions In consultation with appropriate personnel, develop interpretation of music to be performed Participate in rehearsals as required and adjust performance techniques in response to feedback from others Listen critically to own performance and the performance of others to inform own work Respond to other players and adjust own performance in ensemble as required Establish practice routines to ensure correct posture and movement to minimise strain on the body Ensure that practice sessions are of a suitable length to avoid fatigue and mental or physical stress Perform warm-up exercises as part of practice routines Apply principles of OHS in physical stance and posture during practice sessions and performance Plan and take reasonable breaks for refreshment and relaxation
2. Practise instrument and/or act
2.1 2.2 2.3 2.4 2.5 2.6
3. Observe OHS principles in 3.1 private practice 3.2 3.3 3.4 3.5
4. Use body effectively and safely
4.1 4.2 4.3 4.4
Assess and monitor body to realise its own potential and limitations and to maximise performance Avoid danger of injury both to self and others through controlled use of body to maximise performance Note possible stresses and strains of activity on specific parts of the body and take suitable preventative measures to minimise them Where damage is done or suspected, seek advice promptly from appropriate sources and take recommended remedial action In consultation with appropriate personnel, identify the symptoms and likely causes of performance anxiety Identify and implement a range of strategies to overcome performance anxiety to suit own needs and circumstances Evaluate the effectiveness of strategies used to overcome performance anxiety and modify those strategies as required
5. Implement strategies to overcome the effects of performance anxiety
5.1 5.2 5.3
Required skills
communication, teamwork and organisational skills sufficient to: interpret music at an intermediate level for performance practice respond appropriately to constructive feedback on own performance plan own practice time work collaboratively with others involved in rehearsals and performances listening skills sufficient to: monitor and adjust intonation as required use appropriate sound and tone production for instrument or voice reproduce basic musical patterns learning skills in the context of improving skills through practice self-management skills in the context of: practising and performing with due regard to personal health and safety demonstrating reliability in all agreed work commitments meeting deadlines
considerations
technical and problem-solving skills sufficient to: demonstrate proficiency in chosen instrument in rehearsals and performances tune instrument to achieve intonation discriminate pitch and produce the required sound discriminate rhythm use chords and scales, forms, textures or other elements of musical organisation
reproduce musical patterns Required knowledge

broad understanding of: repertoire relevant to the selected instrument musical terminology acoustic principles relevant to selected instrument or voice instrument parts, applications, range, capabilities, care and maintenance performance and instrumental protocol and customs in selected musical style and impact of different performance environments on musical outcomes chosen genres and their musical forms and conventions in performance chord and melodic formulae in area of specialisation
repertoire
issues and challenges that arise in the context of preparing for performances
OHS practices, procedures and standards as they apply to using musical instruments and performing in a range of environments
Performance requirements may include:
time venue length of performance rehearsals private practice time content ensemble pieces solos dress standards. client musical director producer performer mentor teacher coach tutor conductor agent medical personnel psychologist.
instruments instrumental accessories: reeds strings plectrums mouth pieces sticks, mallets, brushes and beaters stands pedals microphones amplifiers samplers mixers enhancers sheet music music scores music stands.
Strategies to overcome performance anxiety may include:
focussing on a single element or action at a time relaxation techniques, such as: meditation imagery/conscious visualisation affirmations stretching deep breathing light aerobic exercises focussing on patterns rather than individual notes warm-up routines.

use personal practice time to reach the standard required respond positively to constructive feedback on own take account of personal health and safety considerations
for performances performance
during practice sessions communicate effectively with others involved in practice sessions or rehearsals.

access to relevant instruments and equipment use of culturally appropriate processes, and techniques

direct observation of candidate in practice sessions or testimonial from individual tutors video or audio recordings of candidate in practice written or oral questioning to assess knowledge as listed case studies and scenarios as a basis for discussion of
rehearsals
sessions or rehearsals
in the required knowledge section of this unit
issues associated with preparing for performances, including personal health and safety considerations.

CUSMPF301A Develop technical skills in performance CUSMPF303A Contribute to backup accompaniment CUSMPF304A Make a music demo CUSMPF401A Rehearse music for group performances CUSMPF404A Perform music as part of a group CUSMPF406A Perform music as a soloist.
CUS09 Music (Version 1.1) CUSMPF303A Contribute to backup accompaniment
CUSMPF303A
Unit Descriptor
Contribute to backup accompaniment

This unit describes the performance outcomes, skills and knowledge required to perform for an audience as part of a backup group. In this performance context well-developed interpersonal communication skills are essential to ensure effective collaboration. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Members of backup groups apply the skills and knowledge outlined in this unit. In addition to proficiency in their chosen instrument, they need to think on their feet during performances to ensure that their contribution to backup accompaniment complements the performance of soloists and blends with that of other group members. Higher level skills associated with developing repertoire are covered in:
CUSMPF403A Develop repertoire as part of a backup
group.
Unit Sector
No sector assigned
ELEMENT 1. Prepare to perform backup accompaniment
Confirm expected performance outcomes with relevant personnel Confirm own contribution, ensuring that the part is within own technical and artistic level of performance Use personal practice time before combined rehearsal period begins to achieve the required performance standard Take direction from and give support to performers during rehearsals Seek feedback on own performance from relevant personnel and adjust performance techniques
2. Perform backup accompaniment
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8
Perform own part in line with agreed performance outcomes Ensure that own contribution enhances the performance and complements the inherent qualities of performers Maintain energy levels, concentration and focus throughout the performance Listen critically to own and others' performance and adjust playing to achieve the required sound Ensure that own conduct and appearance are appropriate to the performance context Adjust volume of playing consistently to the needs of performers and context of performance Take and give cues reliably, promptly, accurately and sensitively Contribute to maintaining a consistent balance between performers and backing Contribute to evaluation of the performance of performers in a sensitive, constructive and unbiased way Evaluate own performance as a backup accompanist and note areas for future improvement Seek feedback on own performance from relevant personnel and incorporate suggestions into overall strategies for improving own backup accompaniment skills
3. Evaluate performance
3.1 3.2 3.3
Required skills
communication and teamwork skills sufficient to: interpret music appropriately for performance use appropriate chords and scales, forms, textures or other elements of musical listening skills sufficient to: monitor and adjust intonation as required recognise intervals, chords, scales and chord progressions in selected area of work collaboratively with others to achieve required musical outcomes
organisation in performance
specialisation demonstrate appropriate intonation, dynamics, phrasing, rhythm and expression to produce the required sound initiative and enterprise skills in the context of collaborating with other backup artists to recover faults in live performances with minimum disruption to the audience's listening experience learning skills in the context of improving music performance skills and expression through rehearsal self-management and planning skills sufficient to: plan practice time prior to performance to improve technical facility allow sufficient time for warm-up prior to performances maintain an appropriate standard of personal presentation technical and problem-solving skills sufficient to: use a range of instrumental techniques in selected area of specialisation use a variety of rhythms, time signatures, beat patterns and rhythmic styles relevant to specialisation
perform appropriately for the context of venues, available sound forces and the act Required knowledge
broad understanding of: solo or group performance protocols and customs industry, repertoire and musical terminology impact of different performance environments on musical outcomes chosen genres and their musical forms and conventions in performance chord and melodic formulae in selected area of specialisation issues and challenges that arise in the context of performing backup accompaniment
director producer performer mentor teacher coach tutor conductor sound engineer. instrumentation voicing expression timbre attack pitch tempi dynamics.
Directions may be for:
responding creatively and sensitively to other performers
in ensemble performance tuning instrument pattern and sequence recognition and memory recognising music systems and practices reproducing sequences from memory.
working with an appropriate tutor using opportunities to perform as a backup artist listening critically to a wide range of live and recorded
music, focusing on backup participating in relevant groups or associations participating in professional development and other learning opportunities to broaden performance knowledge and experience attending master classes attending performances contributing to and participating in festivals and conferences being involved in a range of music-making activities practising performance techniques in a range of styles.

perform proficiently as a member of a backup
accompaniment group before an audience on at least three occasions listen effectively to adjust intonation and nuance in performance apply interpretation and expression skills communicate effectively with others involved in performances. Assessment must ensure:
access to relevant instruments and equipment opportunities to perform backup accompaniment before appropriate venue with adequate space and acoustic use of culturally appropriate processes, and techniques
an audience
qualities for solo performances

observation or video recordings of the candidate
performing backup accompaniments written or oral questioning on performance strategies as a member of a backup group discussion of planning for performances written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in contributing to backup accompaniment.
CUSMPF203A Develop ensemble skills for playing or CUSMPF204A Play music from simple written notation CUSMPF301A Develop technical skills in performance CUSMPF302A Prepare for performances.
singing music
CUS09 Music (Version 1.1) CUSMPF304A Make a music demo
CUSMPF304A
Unit Descriptor
Make a music demo

This unit describes the performance outcomes, skills and knowledge required to plan and produce a music demo. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
The production of music demos in audio or video formats is a common way for musicians and songwriters to promote their work to the public, record companies and media outlets. Individual musicians or band members apply the skills and knowledge outlined in this unit. In this role they organise the recording of music demos, which is a highly collaborative process involving both creative and technical personnel. An understanding of potential avenues for distribution of the final product is essential. Skills associated with the technical side of recording a demo are covered in:
CUSSOU302A Record and mix a basic music demo.
Unit Sector
No sector assigned
ELEMENT 1. Plan a music demo recording
Identify the purpose of the music demo Discuss with appropriate personnel the image and style of the performance to be recorded and select the most appropriate music Agree on repertoire balance, including original material and covers to be performed Discuss and confirm all details of any creative collaboration with other performers Agree on method and format for final recording Allocate roles and responsibilities in the demo production process Develop a recording plan that takes into account a range of factors as required Collaborate with technical personnel to ensure that instruments and equipment are set up to avoid undue interruption during the recording process Communicate positively with session personnel and show awareness of recording protocols and conventions , as well as respect for the skills of others Maintain a constructive working relationship with all involved in the recording to achieve agreed outcomes
2. Work collaboratively with recording personnel
2.1 2.2 2.3
3. Finalise demo recording
3.1 3.2 3.3 3.4 3.5
Listen to and review rough mixes Contribute to the mixing and mastering of the recording as required Review the final mix and discuss and negotiate refinements as required Ensure that the final recording is in the required format for distribution Evaluate the process of producing the demo recording and note areas for future improvement
Required skills
communication and teamwork skills sufficient to: clearly articulate ideas about the music demo to those involved in the recording negotiate changes and refinements to the recording in a collaborative manner work constructively with creative and technical personnel involved in the recording
process
initiative and enterprise skills in the context of devising the most appropriate repertoire
for the music demo planning and organisational skills sufficient to develop and implement a plan for producing a music demo self-management skills sufficient to: achieve personal goals in relation to the music demo seek expert assistance when problems arise arrive on time to recording sessions problem-solving skills sufficient to: assist with troubleshooting technical and artistic problems associated with the music demo project improve recording techniques Required knowledge
sound understanding of music-related issues, including: styles, genres, musical forms and conventions relevant to the music demo musical and cultural protocols musical performance conventions elements of musical organisation in relation to content of the demo recording recording procedures characteristics and potential of different file formats for editing, production and issues and challenges that arise when making a music demo
distribution of the music demo
OHS issues as they relate to recording sessions
pitching a product at record labels pursuing work at live music venues getting work via live music or advertising agencies getting air play on media outlets accompanying a funding application uploading onto music and/or social networking websites developing media for band or solo artist websites supporting applications for study and/or remote auditions expanding a music portfolio documenting a music project or other creative body of work. artists, musicians and performers audio and sound engineers broadcasters producers post-production personnel program managers camera operators. live to two-track stereo live multi-tracking multi-tracking with click combination live recording and prerecorded samples recording to analogue tape recording to hard disk or digital tape remixing existing music video using music production software for mixing and mastering.
Method may include:
Format may include:
compact disc (CD) audio file formats for upload and distribution within virtual
environments and/or onto relevant media players, such as: MP3 WAV AIFF audiotape video: digital (high resolution) digital (compressed for online environment) analogue.
Roles and responsibilities may include:
recording engineer mixing engineer mastering engineer musician composer and/or songwriter music software production specialist producer project manager artist manager venue owner or manager studio owner or manager promoter.
budget timelines availability of personnel, including: musicians sound recordists sound mixers post-production personnel promotional materials distribution strategies recording location, including: live music venue recording studio private residence rehearsal requirements number of recording sessions required equipment requirements hire of equipment or venue instruments props costumes make-up.
condenser and/or dynamic microphones computer and recording software audio interface - DI converters tape machines microphone stands and clips mixing and mastering software microphone and other leads power supplies hard disk recorder and/or external disk drive.
Conventions may include:
lead-in procedures verbal cues visual cues for video recordings: avoiding mannerisms that detract from the performance using appropriate spontaneous or rehearsed stage movements maintaining appropriate eye contact with cameras acknowledging other performers.

plan the production of at least two music demos contribute to decision-making about the final sound of the work collaboratively on the production of a music demo.
music demo

access to recording equipment and post-production use of culturally appropriate processes, and techniques
computers and software

direct observation or video recording of the candidate in evaluation of demo recording plans developed by the evaluation of authenticated demo recordings made by the
recording sessions candidate
candidate written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies and scenarios as a basis for discussion of issues associated with producing music demos.

CUSMPF302A Prepare for performances CUSMPF401A Rehearse music for group performances CUSIND301A Work effectively in the music industry CUSIND302A Plan a career in the creative arts industry.
CUS09 Music (Version 1.1) CUSMPF305A Develop improvisation skills
CUSMPF305A
Unit Descriptor
Develop improvisation skills

This unit describes the performance outcomes, skills and knowledge required to perform simple musical improvisation in a chosen area. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Musicians who perform improvisation in a range of musical genres and traditions apply the skills and knowledge outlined in this unit. They could be playing simple improvisations as they perform in jazz, blues, classical, folk or rock groups. More complex skills associated with performing before an audience are covered in:
CUSMPF505A Perform improvisation for audiences.
Unit Sector
No sector assigned
ELEMENT 1. Apply music knowledge to improvisation
In a learning environment develop an understanding of musical elements that lend themselves to embellishment in the context of improvisation Develop aural-recognition skills sufficient to practise simple improvisation in chosen area Seek feedback on own skill development from relevant personnel Listen critically to live and recorded improvised music as a way of exploring different improvisation techniques Develop improvisation techniques in chosen area Improvise around musical elements suited to chosen area Memorise repertoire as required Seek feedback on own skill development from relevant personnel and refine techniques Rehearse aspects of ensemble performance as required Respond accurately to starting cues Sustain musical impetus in the solo improvisation through dynamic use of musical elements Listen carefully to other performers, respond aurally to their work and adjust own performance appropriately Observe ensemble customs and protocols during performance Provide a clear cue to the ensemble to finish the solo section Seek feedback on own performance from relevant personnel and refine improvisation techniques
2. Practise improvisation
2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 3.5 3.6 3.7
3. Perform simple solo improvisation
Required skills
communication and teamwork skills sufficient to: respond appropriately to aural cues interpret music appropriately for improvisation work collaboratively with others to develop own improvisation skills respond positively to constructive advice from teachers and peers self-management and planning skills sufficient to: plan own practice time set realistic personal goals memorise repertoire as required initiative and enterprise skills in the context of developing a creative approach to learning skills in the context of improving improvisation skills through practice
improvisation
technical skills sufficient to perform simple improvisation on chosen instrument Required knowledge
broad understanding of: chosen genres and their musical forms and conventions for improvisation instrumental combinations in selected area of specialisation phrasing and shaping music appropriately techniques for expressing appropriate musical nuance musical elements listed in the range statement musical vocabulary issues and challenges that typically arise in the context of developing improvisation skills
Learning environment may include:
school college private tuition rehearsal.
melody chords and chord progressions intervals harmony rhythm notes chord-scale relationships expression motifs tone.
Areas may include:
genre, such as: blues folk rock jazz classical any musical instrument voice.
ensemble member mentor teacher coach tutor musical director. variation of previous elements two-chord progressions 32-bar standards arpeggios on chord sequences note placement intermediate chord substitution theme and variation forward motion harmonic riffs forming coherent melodic lines creating contrasting motif lines mixing chord tones and scales single chromatic approaches double chromatic approaches.
Cues may include:
verbal physical gestures musical.

perform simple solo improvisation in chosen area on a work collaboratively with members of an ensemble when
number of occasions
developing improvisation skills.

access to relevant instruments opportunities to perform improvisation as part of an use of culturally appropriate processes, and techniques
ensemble

observation of practice and/or performance written or oral questioning on the music structures of video and/or audio recordings of performances or practice
improvisation
sessions written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies and scenarios as a basis for discussing issues in performance of improvisation portfolios or other documentation that demonstrate the processes used in improvisation.
CUSMLT301A Apply knowledge of genre to music
making CUSMLT302A Develop and apply aural-perception skills CUSMPF301A Develop technical skills in performance CUSMPF303A Contribute to backup accompaniment.
CUS09 Music (Version 1.1) CUSMPF401A Rehearse music for group performances
CUSMPF401A
Unit Descriptor
Rehearse music for group performances

This unit describes the performance outcomes, skills and knowledge required to rehearse for a group performance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Musicians and vocalists in all genres need to rehearse prior to performances. In addition to knowing their repertoire and being able to perform to the required standard, they must also be disciplined enough to arrive at rehearsals on time and participate in a collaborative way with other members of the group. They are also expected to hone their skills in private practice time outside rehearsals.
No sector assigned
Unit Sector
ELEMENT 1. Prepare for rehearsals
Confirm rehearsal requirements with relevant personnel Confirm repertoire for performance and materials and equipment required at rehearsals Confirm that rehearsals are of reasonable length and include appropriate breaks to allow for the physical needs of performers Confirm that facilities and equipment provide an environment that is safe and conducive to learning and performance Discuss and negotiate changes to rehearsal arrangements with relevant personnel as required Identify and implement strategies for developing rehearsal skills Allocate sufficient private practice time to prepare individual performance to the required standard Where required, ensure that sight reading will be performed accurately and to the required standard Develop instrumental or vocal technique to the standard required by the repertoire Identify and remedy areas of deficiency in the performance repertoire
2. Prepare own performance for rehearsal in private practice
2.1 2.2 2.3 2.4 2.5
3. Participate in rehearsals
3.1 3.2 3.3 3.4
3.5 3.6 3.7 3.8 4. Perform to the required professional standard in rehearsal 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 5. Contribute to a rehearsal culture 5.1 5.2 5.3 5.4
Attend rehearsals punctually with required materials to hand Respond promptly and accurately to directions as required Take and give cues reliably, promptly, accurately and sensitively Communicate problems or issues that are relevant to the group in a constructive and timely manner, reflecting an understanding of the group and the achievement of rehearsal outcomes Maintain effective eye contact with the director and/or other ensemble players where appropriate to ensure a cohesive performance Discuss stylistic and interpretive questions at appropriate times and in an appropriate manner so as to maintain the flow of the rehearsal and quality of performance Discuss and resolve technical or other problems in a positive and appropriate manner Incorporate relevant advice about own playing as required to advance quality in performance Identify, interpret and prepare musical line within the overall work to the standard required for performance Integrate own part within overall presentation to advance best performance outcomes Contribute to a shared response to work and adjust playing to the performing group style Adapt contribution to the performing group and the particular context as required Recognise and support the contribution of other artists appropriately Respect the working methods, personalities and special needs of other performers Harness and pace energy during the process to enable sustained input and consistent performance quality Apply listening skills to continuously evaluate and adjust own work Apply music knowledge to enhance own performance Prepare own instrument, music and/or equipment in time to meet the demands of the rehearsal schedule Establish and maintain empathy and rapport in performance with all members of the group to advance performance outcomes Refine own interpretation through appropriate interaction with other performance participants Support all performers to encourage artistic commitment
Required skills
communication and teamwork skills sufficient to: interpret music appropriately for rehearsals and performances recognise and support the contribution of other artists appropriately collaborate effectively with other artists during rehearsals according to agreed listening skills in the context of: listening critically to the performance of others listening critically to and adjusting own performance to achieve the required sound recognising intervals, chords, scales and chord progressions in selected area of self-management and planning skills sufficient to: plan practice time prior to rehearsals arrive punctually at rehearsals initiative and enterprise skills in the context of: experimenting with a variety of musical interpretations understanding and expressing appropriate musical nuance learning skills in the context of improving music performance skills and expression technical and problem-solving skills sufficient to: use a range of instrumental techniques in selected area of specialisation tune instrument to achieve intonation use a variety of rhythms and rhythmic styles relevant to specialisation responding to other players and adjusting own performance accordingly
schedule
specialisation
through rehearsal and performance
use appropriate chords and scales, forms, textures or other elements of musical organisation in performance for selected area of specialisation Required knowledge
sound knowledge of: range of genres and their musical forms and conventions in performance solo or group performance protocols and customs in selected area of specialisation technical requirements of relevant instruments for accurate and appropriate issues and challenges that typically arise in the context of rehearsals
performance in selected area of specialisation
Rehearsal requirements may include:
duration frequency schedule procedures pre-rehearsal preparation venues musical context artistic and commercial objectives other people involved in rehearsals. performers ensemble members presenters artists musical directors conductors tutors mentors sound engineers.
movements and/or pieces appropriate to the selected
instrument improvisation on specific/harmonic structures songs and tunes own original pieces traditional patterns.
Materials and equipment may include:
instruments and accessories scores, charts, tapes and CDs pencils to make notes or mark music scores electrical equipment sound enhancement music and/or microphone stands electronic hardware and software for performance relevant to selected area of specialisation music-recording equipment special-effects devices.

Strategies for developing rehearsal skills may include:
listening to and learning from a musical director and participating in a range of rehearsals in selected area of
performance peers
specialisation participating in professional development and other learning opportunities in selected area of specialisation attending performances in selected area of specialisation being involved in a range of music-making activities studying performance techniques in a range of styles in selected area of specialisation.
Listening skills may include:
tuning instrument aural imagination to explore interpretation options pattern and sequence recognition and memory in reproducing sequences from memory recognising music systems and practices in selected area chords and keys in tonal or other musical systems in listening to own and others' performance in an ensemble effective musical interaction with other members of the
selected area of specialisation of specialisation
selected area of specialisation to guide and adjust own work ensemble.
repertoire in selected area of specialisation using vocabulary relevant to area of music specialisation instrument knowledge in selected area of specialisation musical forms, systems, practices and customs in selected area of specialisation reading and writing music using written music, sheet music and chord charts relevant to selected area of specialisation interpretation of directions relevant to selected area of specialisation for: instrumentation voicing expression timbre attack pitch tempi dynamics following solo and ensemble protocols in selected area of specialisation following rehearsal and performance protocols in selected area of specialisation improvisation in performance using aural cues only where relevant to selected area of specialisation chord and melodic formulae in selected area of specialisation.

perform proficiently on chosen instrument in at least three listen effectively for and adjust intonation and nuance in apply interpretation and expression skills communicate effectively with other performers to achieve
rehearsals
performance
the required standard of performance.

access to appropriate instruments, equipment and opportunities to rehearse use of culturally appropriate processes, and techniques
rehearsal space

observation or video recording of candidate during
rehearsals written or oral questioning to test knowledge as listed in the required knowledge section of this unit evaluation of documented discussion of time-management strategies with the candidate relevant samples of artistic work with candidate's evaluation of rehearsal planning samples of work plans for rehearsal case studies as a basis for discussion of issues, methods and strategies in rehearsing music for performance.
CUSMPF302A Prepare for performances CUSMPF402A Develop and maintain stagecraft skills CUSMPF403A Develop repertoire as part of a backup CUSMPF404A Perform music as part of a group.
group
CUS09 Music (Version 1.1) CUSMPF402A Develop and maintain stagecraft skills
CUSMPF402A
Unit Descriptor
Develop and maintain stagecraft skills

This unit describes the performance outcomes, skills and knowledge required to apply a well-developed range of stagecraft skills during performances. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Musicians and performers in all genres apply the skills and knowledge described in this unit. Applying an appropriate range of stagecraft skills can lead to audiences having a more enjoyable and entertaining experience. An essential feature of stagecraft skills is the ability to engage with audiences - whether through dialogue, movement or gestures. A performer's image and reputation are often linked to the way they approach performances, not just with their ability to play an instrument or sing. More complex skills associated with leading a group in the area of stagecraft are covered in:
CUSMPF602A Manage stagecraft aspects of performances.
Unit Sector
No sector assigned
ELEMENT 1. Develop stagecraft skills
PERFORMANCE CRITERIA 1.1
1.2 1.3 1.4
In consultation with relevant personnel , identify appropriate learning and stage experience opportunities to develop stagecraft skills relevant to area of music performance Identify own strengths and weaknesses and determine strategies to develop stagecraft skills in line with personal goals Plan stage image, including use of technology , to present a coherent and appropriate image that enhances performances Use rehearsal, stage opportunities and private practice to develop stagecraft skills
2. Apply stagecraft skills
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9
Present performance confidently and unselfconsciously Avoid mannerisms and facial expressions that distract attention from the performance and the image being projected Maintain appropriate eye contact with audience and use gesture appropriately Maintain performance energy and flexibility using appropriate spontaneous or rehearsed stage movements Pace performance to allow adequate energy output for the duration of performance Respond flexibly to the unexpected on stage or front of house, to maintain the flow and integrity of performances Interact cooperatively with other performers on stage and acknowledge their work appropriately Communicate effectively with audiences before, between and after performances Acknowledge applause in a manner that is appropriate to the context and sensitive to other performers Evaluate own stagecraft to improve performance and to broaden and enhance skills in line with personal goals and career aspirations Seek and use feedback from peers and leaders to improve performance and broaden and refine stagecraft skills Seek and use relevant publications, work and/or study opportunities in specific aspects of stagecraft Discuss perceived problems in developing stagecraft skills with relevant personnel to add value to performance and stage communication Use appropriate strategies to maintain stage fitness and to counter possible damage from practice, rehearsal and performance, and/or lifting and carrying Plan adequate rest breaks to maintain work performance and to counter stress and anxiety Identify and use appropriate mental and physical warm-up and warm-down exercises for all practice sessions, rehearsals and performances Verify safe sound levels and use strategies for controlling the length of exposure to protect hearing Perform in smoke-free environments wherever possible Identify the physical risks of carrying equipment and use safe lifting practices to avoid injury Apply healthy posture habits in practice, rehearsal and performance to maintain muscular and skeletal strength, avoid overuse injury, and prolong performing career Report injuries or symptoms according to designated procedures, or seek medical advice promptly
3. Maintain stagecraft skills
3.1 3.2 3.3 3.4
4. Maintain stage fitness
4.1 4.2
5. Avoid occupational hazards
5.1 5.2 5.3 5.4 5.5 5.6
Required skills
communication and teamwork skills sufficient to: seek and use feedback from peers and leaders to improve stagecraft skills and appropriately recognise and support the contribution of other artists working creatively with individual differences interact and collaborate with other artists to achieve required performance outcomes
performance
listening skills sufficient to: listen critically to the performance of others and respond appropriately listen critically to and adjust own performance to achieve required outcomes initiative and enterprise skills in the context of: using original and innovative approaches in stage performances understanding and expressing appropriate dramatic nuance taking venue and style of show into account when performing engaging with audiences in ways that entertain and enhance people's overall
learning skills in the context of accessing opportunities to improve stagecraft skills self-management skills sufficient to: observe protocols appropriate to the genre, style and context of performance maintain an appropriate standard of stage presentation relevant to the area of technical and problem-solving skills sufficient to use: body appropriately in movement and breathing to enhance stage performance instrument and performing spaces, dress, make-up and props in ways that enhance stage equipment and technology to enhance stage performance
experience
specialisation
the overall performance
techniques to control and enhance stage movement Required knowledge

sound knowledge of: range of genres and their musical forms and conventions in performance in selected solo or group performance protocols and customs in selected area of specialisation technical requirements of relevant instruments for accurate and appropriate issues and challenges that arise in the context of applying stagecraft skills to
area of specialisation
performances
performers ensemble members presenters musical directors stage directors peers conductors tutors mentors technical crew. tutoring mentoring coaching work experience shadowing structured or formal training evaluating the work of others continuing evaluation of own work peer and audience feedback.
Learning may take place through:
Stagecraft skills may include:
interaction with audiences make-up and hair posture dress movement interaction with other performers facial expressions way of holding instruments or equipment, such as microphones effective use of performance space and props.
working with a class or individual tutor participating in professional development and other
Strategies for developing stagecraft skills may include:
learning opportunities participating in relevant groups or associations studying the performance of others communicating with peers participating in professional forums contributing to, and participating in, paid or amateur stage movement opportunities being involved in a range of stagecraft activities.
special-effects devices lighting and lighting equipment sound equipment staging equipment props.

develop and apply a range of stagecraft skills appropriate communicate effectively with audiences.
to the style of performance on at least three occasions

access to relevant instruments and equipment opportunities to perform before an audience use of culturally appropriate processes, and techniques

observation or video recording of candidate during written or oral questioning to test knowledge as listed in
performances
the required knowledge section of this unit evaluation of documented or recorded discussion with candidate about personal career goals and the role stagecraft skills play in those case studies as a basis for discussion of issues, methods and strategies associated with developing and maintaining stagecraft skills.

CUSMPF401A Rehearse music for group performances CUSMPF404A Perform music as part of a group CUSMPF406A Perform music as a soloist CUSMPF505A Perform improvisation for audiences.
CUS09 Music (Version 1.1) CUSMPF403A Develop repertoire as part of a backup group
CUSMPF403A
Unit Descriptor
Develop repertoire as part of a backup group

This unit describes the performance outcomes, skills and knowledge required to select and rehearse repertoire as part of a backup group. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Musicians and vocalists who perform in backup groups apply the skills and knowledge outlined in this unit. Typically they are supporting solo artists and could be performing in any genre. In addition to contributing to the selection of repertoire and being able to perform to the required standard, they must also be disciplined enough to arrive at rehearsals on time and participate in a collaborative way with other members of the group. They are also expected to hone their skills in private practice time outside rehearsals.
No sector assigned
Unit Sector
ELEMENT 1. Clarify backup requirements
Confirm overall performance requirements in consultation with appropriate personnel As required, become familiar with work of solo artist for whom backup is being provided Confirm number and type of performers required in the backup group Participate in organising members of backup group as required Confirm nature and extent of own contribution to the backup group Confirm timetable leading up to performance so that sufficient notice is given to colleagues and adequate private practice and rehearsal time is allocated Collaborate with appropriate personnel to select a range of items suited to the purpose of the performance and solo artist's style Discuss pros and cons of items and agree on a program that provides balance and variety in line with performance requirements Obtain final sign-off on program as required
2. Select repertoire
2.1 2.2 2.3
3. Rehearse repertoire
3.1 3.2 3.3 3.4 3.5 3.6 3.7
Use personal practice time to develop own instrumental or vocal technique to the standard required by the repertoire Attend rehearsals punctually with required materials to hand Perform repertoire pieces together as a group with solo artist as required Discuss stylistic and interpretive questions at appropriate times and in an appropriate manner so as to maintain the flow of rehearsals and quality of performance Discuss and resolve technical or stagecraft issues in a positive and appropriate manner Incorporate relevant advice about own performance as required to advance quality in performance In collaboration with other members of the group identify areas that need to be improved and incorporate into personal practice sessions and rehearsals as required
Required skills
communication and teamwork skills sufficient to: discuss repertoire requirements in a collaborative manner collaborate effectively with other musicians and performers during rehearsals provide constructive feedback on group performances to other members of the group respond positively to constructive feedback on own performance in the group listening skills in the context of: listening critically to the performance of others listening critically to and adjusting own performance to achieve the required sound responding to other players and/or vocalists and adjusting own performance self-management and planning skills sufficient to: plan practice time prior to rehearsals arrive punctually at rehearsals initiative and enterprise skills in the context of contributing to the development of learning skills in the context of: improving music performance skills and expression through rehearsal extending repertoire knowledge
accordingly
repertoire that best meets the requirements of performances
technical skills sufficient to use a range of techniques on chosen instruments Required knowledge
sound knowledge of: range of genres and their musical forms and conventions in performance solo or group performance protocols and customs in area of specialisation technical requirements of relevant instruments for accurate and appropriate issues and challenges that arise in the context of developing repertoire as part of a
backup group
Requirements may include:
time venue length of performance content ensemble size improvisation stagecraft aspects, including: movement and actions dress make-up and hair styling special effects audience interaction resources, including: instruments instrumental accessories sound equipment microphones sheet music music scores music stands.

solo artist musical director producer performer technical crew mentor teacher coach tutor conductor agent.
Performers may include:
instrumentalists vocalists electronic music performers.
Purpose of the performance may be for:
general public entertainment concert dance corporate purposes cultural purposes marketing and promotion a specific age group educational purposes schools or other institutions special communities special occasions public and/or religious ceremonies auditions audio or video recordings. technical facility required to perform items ability of group members to perform pieces length of item potential for showcasing solo artist potential for providing a varied program potential for audience participation.
Pros and cons of items may include:

contribute to the selection of repertoire for at least three
performances where the candidate is a member of a backup group work cooperatively with members of a backup group to prepare for performances communicate effectively with other performers to achieve the required standard of performance. Assessment must ensure:
access to appropriate instruments, equipment and opportunities to rehearse use of culturally appropriate processes, and techniques
rehearsal space

observation or video recording of rehearsals where the written or oral questioning to test knowledge as listed in samples of work plans for rehearsals case studies as a basis for discussion of issues and
candidate is a member of a backup group
challenges that arise in the context of developing repertoire as part of a backup group.

CUSMPF302A Prepare for performances CUSMPF401A Rehearse music for group performances CUSMPF402A Develop and maintain stagecraft skills CUSMPF404A Perform music as part of a group.
CUS09 Music (Version 1.1) CUSMPF404A Perform music as part of a group
CUSMPF404A
Unit Descriptor
Perform music as part of a group

This unit describes the performance outcomes, skills and knowledge required to perform music for an audience as part of a group. Performing in a group is a highly collaborative undertaking, so group members need well-developed interpersonal communication skills in addition to their technical and musicianship skills. They must support each other during performances and be willing to work together on improving the overall performance of the group. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Instrumentalists and vocalists who perform as members of a group in all musical genres apply the skills and knowledge described in this unit.
No sector assigned
Unit Sector
ELEMENT 1. Perform warm-up routine
Check instrument and other materials required for the performance to ensure their reliability in performance Tune instrument to ensure required pitch throughout the performance and minimal interruption for further tuning Warm up for the performance to ensure that sound production is secure before beginning the performance Use relaxation techniques to overcome performance anxiety as required Maintain concentration and focus throughout the performance Meet the technical and interpretive requirements of the music and the staging requirements of the performance Apply music knowledge to enhance performance outcomes Monitor instrument tuning and adjust appropriately during the course of the performance with minimal interruption to the flow of the work Use a performing style that is appropriate to the context of the music and the performance Respond flexibly and effectively to contingencies to maintain the integrity of the performance Interact considerately and constructively with stage management and other artistic, venue, studio and organisational staff as required
2. Perform work
2.1 2.2 2.3 2.4 2.5 2.6 2.7
3. Perform in a group
3.1 3.2 3.3 3.4 3.5
Respond promptly and effectively to musical, stage or studio direction Sustain the musical line and/or harmony in ensemble as required by the style and context of the performance Demonstrate balance in dynamics and style with other players Respond effectively and with empathy to other performers and to the music-making process throughout the performance Perform music entries and exits consistent with the style of music and as agreed with other players Contribute to a cohesive performance by taking and giving cues reliably, promptly, accurately and sensitively Synchronise own playing with that of other performers Demonstrate respect for other performers' work using positive and constructive communication in verbal and body language Contribute constructively to the dynamics of the group to ensure best performance outcome Listen critically to own and others' performance and adjust playing as necessary to achieve the required sound With other members of the group, measure the performance against previous work to assess technical and artistic development Discuss weaknesses and errors in the performance and collaboratively identify remedies for improvement in the ensemble Evaluate repertoire choice and programming to determine suitability for the group's technical standard and style as well as the overall musical balance in the program Collaboratively and constructively assess the role of individual performers for ensemble balance and for future performance possibilities Constructively evaluate the group's stage presentation, posture, dress and movement individually and collectively and determine possible improvements Analyse audience reaction to determine ways in which communication with the audience can be improved or special audience needs can be met more effectively Collaboratively and constructively plan strategies for refining group performance and technical skills based on outcome of evaluations
4. Interact with other performers
4.1 4.2 4.3 4.4 4.5
5.1 5.2 5.3 5.4 5.5 5.6 5.7
Required skills
communication and teamwork skills sufficient to: interpret music appropriately for performances collaborate effectively with other artists and technical personnel involved in provide constructive feedback on group performances to other members of the group respond positively to constructive feedback on own performance in the group
performances
listening skills in the context of: listening critically to and adjusting own performance to achieve the required sound recognising intervals, chords, scales and chord progressions in selected area of
demonstrating appropriate intonation, dynamics, phrasing, rhythm and expression to technical and problem-solving skills sufficient to: use a range of instrumental techniques in selected area of specialisation tune instrument to achieve intonation use a variety of rhythms, time signatures, beat patterns and rhythmic styles relevant use a variety of scales, chord sequences and music systems in selected area of learning skills in the context of using feedback to identify strengths and weaknesses in responding to other players and adjusting own performance accordingly
specialisation
produce the required sound
to specialisation specialisation
technique to improve own technical facility self-management and planning skills sufficient to allow sufficient time for warm-up prior to performances initiative, enterprise and creativity in the context of: demonstrating originality and innovative approaches in interpretation within the requirements of the group extending musical boundaries in performance for self and audience within the performance context phrasing and shaping music appropriately understanding and expressing appropriate musical nuance achieving own individual style of musical expression performing appropriately for the context of venues, sound forces and perceived audience taste performing in a variety of instrumental combinations Required knowledge
music knowledge: repertoire knowledge in selected area of specialisation musical terminology, systems, elements and genres musical styles in selected area of specialisation group and solo performance protocols and customs issues and challenges that arise in the context of performing music as part of a group OHS principles as they apply to performing: relevant legislation policies and best practice relevant to particular performance contexts preventative practice against overuse injury and hearing damage
correct posture
Relaxation techniques may include:
mind to muscle: meditation imagery/conscious visualisation affirmations stretching deep breathing light aerobic exercises. repertoire instruments music analyses and research in selected area of
specialisation musical forms, systems, practices and customs reading and writing music using written music, sheet music and chord charts interpretation of directions for: instrumentation voicing expression timbre attack pitch tempi dynamics solo and ensemble protocols for rehearsals and performances improvisation in performance using aural cues only chord and melodic formulae.
tuning instrument using aural imagination to develop interpretation pattern and sequence recognition and memory recognising music systems and practices chords and keys in tonal or other musical systems reproducing sequences from memory adapting own performance to the overall performance of the group listening critically to own performance responding to other players in performance.

Strategies for developing skills may include:
seeking and using opportunities to perform in ensembles participating in groups or associations participating in professional development and other attending master classes attending performances contributing to and participating in festivals, conferences being involved in a range of music-making activities studying performance techniques in a range of styles.
or groups
learning opportunities
or other group performance activities
applying understanding of instruments and specifications musical elements in selected area of specialisation range of techniques to control and enhance group technical requirements for ensemble partners in
performance skills
rehearsals and performances.

perform proficiently as a member of a group before an listen effectively to adjust intonation and nuance in apply interpretation and expression skills collaborate effectively with other members of the group participate constructively in evaluations of group
audience on at least three occasions performance
during performances performances.

access to relevant instruments and equipment opportunities for musical collaboration in performances appropriate venue with adequate space and acoustic use of culturally appropriate processes, and techniques
before an audience

observation or video recordings of performances in which written or oral questioning on performance strategies discussion of planning for group performances authenticated details of relevant courses or training authenticated details of relevant artistic and/or
the candidate is a member of a performing group
sessions
commercial achievements written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies and scenarios as a basis for discussion of methods, strategies and other issues in group performances.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMPF302A Prepare for performances CUSMPF401A Rehearse music for group performances CUSMPF402A Develop and maintain stagecraft skills CUSMPF403A Develop repertoire as part of a backup group CUSMPF405A Develop instrumental techniques.

CUS09 Music (Version 1.1) CUSMPF405A Develop instrumental techniques
CUSMPF405A
Unit Descriptor
Develop instrumental techniques

This unit describes the performance outcomes, skills and knowledge required to develop instrumental technique across a range of performance repertoire. A commitment to well-planned and regular practice is essential, along with a willingness to act on feedback from colleagues and mentors. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit builds on CUSMPF301A Develop technical skills in performance. A higher level of competence in areas such as performance preparation, craft skills and musicianship is required of musicians as they prepare to perform in public.
No sector assigned
Unit Sector
ELEMENT 1. Develop control over instrument
Extend control over the physical characteristics and range of chosen instrument Produce sound reliably and consistently in line with selected musical style and repertoire Use control over chosen instrument to perform music proficiently in a range of repertoire in selected musical style Use appropriate methods to care for, move, use and store the instrument securely Set up and/or warm up the instrument in preparation for practice and performance Use instrumental accessories , fittings, maintenance and cleaning products to care for the instrument and enhance performance outcomes Tune the instrument appropriately to the required standard and tuning conventions In consultation with appropriate personnel , plan practice sessions and strategies aimed at developing techniques and overcoming technical challenges Exploit the physical relationship between instrument and player to perform a range of techniques and to develop musical expression Systemically practise pieces using exercises that develop technical fluency in identified areas of weakness Plan repertoire to advance performance skills Use good posture and appropriate finger, hand and/or body positions to maintain technical facility and healthy performance habits Seek feedback on own skill development from appropriate personnel and adjust focus of practice sessions as required
2.1 2.2 2.3 2.4
3. Use practice time to develop technique
3.1 3.2 3.3 3.4 3.5 3.6
4. Perform pieces from a range of repertoire
4.1 4.2 4.3 4.4 4.5 4.6
Use activities and physical exercises to perform pieces from a range of repertoire in the selected style of music Listen to the work of professional musicians to determine goals and evaluate own performance against those goals Seek and use advice on skill development in own performance Play pieces and/or accompaniments with rhythmic precision, attention to dynamic range, and variations in technique as required Perform all work following agreed tempi and musical markings where relevant Use technical facility to achieve sound control, accurate intonation, and variations in sound and tone as appropriate
Required skills
communication, teamwork and organisational skills sufficient to: interpret music appropriately for performance practice analyse and discuss with colleagues musical elements, form and style in selected self-management and planning skills sufficient to: plan own practice time set development goals identify areas of weakness and plan practice accordingly listening skills sufficient to: monitor and adjust intonation as required recognise intervals, chords, scales and chord progressions in selected area of use appropriate sound and tone production for instrument or voice produce a controlled sound with variations in tone as required respond appropriately to constructive feedback on own performance
area of specialisation
specialisation
initiative and enterprise skills in the context of: producing sounds in a range of ways appropriate to selected musical style and developing an increased awareness of the subtleties and variations of tone colour learning skills in the context of improving music performance skills and expression
repertoire
available on chosen instrument and their use in performance
through practice technical and problem-solving skills sufficient to: use a range of instrumental techniques on either a first or second instrument tune instrument to achieve intonation play an extensive range of scales, rhythms or chord patterns in selected area of specialisation produce planned sound consistently discriminate and adjust pitch to produce the required sound Required knowledge

acoustic principles relevant to selected instrument and area of specialisation instrument parts, applications, range, capabilities, care and maintenance repertoire relevant to the selected instrument and area of specialisation issues and challenges that arise in the context of extending performance technique OHS principles as they apply to performing: relevant legislation policies and best practice relevant to particular performance contexts preventative practice against overuse injury and hearing damage
correct posture
Range of an instrument may involve:
tone colour articulation physical attributes and components dynamics, and volume control and contrast pitch and register specific effects available using a range of attacks. acoustic or electronic instruments voice stringed keyboards wind percussion brass plucked.
Instruments may refer to first or second instruments and may include:
pieces appropriate to the selected instrument improvisations on rhythmic, harmonic or melodic songs and tunes traditional patterns own original work.
structures
reeds strings plectrums mouth pieces sticks, mallets, brushes and beaters stands pedals microphones amplifiers samplers mixers enhancers.
working effectively with an appropriate tutor practising as a performer participating in relevant groups or associations participating in professional development and other learning opportunities attending master classes attending performances listening critically to a wide range of live and recorded music.

Techniques may involve developing:
vocal and instrumental sound production physical coordination ability to play rhythms and rhythm patterns ability to play chords and chord patterns ability to reproduce pieces from written notation, chord charts and/or aural memory and imitation.
scales arpeggios range of triads, chords or rhythms breathing exercises to achieve good breath control and tone colour bowing techniques to increase fluency, variety and coordination embouchure to achieve correct tone production and a well-centred sound fingering patterns with appropriate phrasing, articulation and dynamics hand and foot patterns plucking and picking patterns and exercises drumming exercises with hands, mallets and beaters pedalling vocal exercises to produce clear and even tone, agility and flexibility.

use aural discrimination to monitor and adjust own demonstrate fluent performance on the selected
performance to achieve the required sound
learn and practise to improve own performance respond positively to constructive feedback on own
instrument/voice in selected area of specialisation performance.

access to relevant instruments and equipment access to suitable acoustic space use of culturally appropriate processes, and techniques
appropriate to the language and literacy capacity of learners and the work being performed opportunities to demonstrate improvement in instrumental techniques.

sessions self-evaluation sheets samples of work plans for private practice sessions simulation of a performance practice session case studies and scenarios as a basis to discuss technical issues, and strategies to deal with them, in performance.

CUSMPF302A Prepare for performances CUSMPF303A Contribute to backup accompaniment CUSMPF305A Develop improvisation skills CUSMPF401A Rehearse music for group performances CUSMPF402A Develop and maintain stagecraft skills CUSMPF404A Perform music as part of a group.
CUS09 Music (Version 1.1) CUSMPF406A Perform music as a soloist
CUSMPF406A
Unit Descriptor
Perform music as a soloist

This unit describes the performance outcomes, skills and knowledge required to perform for audiences as a soloist. In addition to technical and musicianship skills, soloists need the confidence and self-assurance to perform live before an audience for short or long intervals. Well-developed stagecraft skills and an ability to engage audiences play a key role in successful solo performances. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Instrumentalists and vocalists who perform as soloists in all musical genres apply the skills and knowledge described in this unit.
No sector assigned
Unit Sector
ELEMENT 1. Perform warm-up routine
Ensure that music is fully rehearsed to the required performance standard Check instrument and other materials required for the performance to ensure their reliability in performance Ensure accurate tuning of instrument where relevant Warm up for the performance to ensure that sound production is secure from the beginning of the performance Use relaxation techniques to overcome performance anxiety as required Apply music knowledge to enhance performance outcomes Demonstrate imagination and innovation in the musical interpretation to maintain audience focus and attention Use appropriate techniques to effectively realise performance style Focus expressive skills effectively to engage self, accompanist and audience in the performance Respond promptly and effectively to musical and stage studio direction as required Listen critically to own and others' performance and continuously adjust own performance to produce the required sound Demonstrate appropriate intonation dynamics, phrasing, rhythm and expression to produce the required sound Sustain the musical line and/or harmony as required in the style and context of performance Where relevant, maintain artistic and technical communication at all times with musical director
2. Execute solo elements of performance
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9
3.1 3.2 3.3 3.4 3.5
Assess the performance for its success in achieving its potential and incorporate evaluation into future performances Measure performance against previous work to assess own technical and artistic development Identify and note weaknesses and errors in the performance to improve future performances Assess feedback and use for possible adjustment to future work Plan strategies for refining solo performance and technical skills based on outcome of evaluations
Required skills
communication and teamwork skills sufficient to: interpret music appropriately for performances collaborate effectively with other artists and technical personnel involved in listening skills in the context of: listening critically to and adjusting own performance to achieve the required sound recognising intervals, chords, scales and chord progressions in selected area of work with accompanists to achieve best performance outcomes
performances
specialisation responding to other players and adjusting own performance accordingly technical and problem-solving skills sufficient to: use a range of instrumental techniques in selected area of specialisation tune instrument to achieve intonation use a variety of rhythms, time signatures, beat patterns and rhythmic styles relevant to specialisation use a variety of scales, chord sequences and music systems in selected area of specialisation learning skills in the context of: practising strategically to overcome specific technical, expressive or sound-production problems using feedback to identify strengths and weaknesses in technique to improve own technical facility self-management and planning skills sufficient to: plan practice time prior to performances allow sufficient time for warm-up prior to performances initiative, enterprise and creativity in the context of: extending musical boundaries in performance for self and audience within the performance context phrasing and shaping music appropriately understanding and expressing appropriate musical nuance achieving own individual style of musical expression
performing appropriately for the context of venues, sound forces and perceived audience taste Required knowledge
music knowledge: repertoire knowledge in selected area of specialisation musical terminology, systems, elements and genres musical styles in selected area of specialisation group and solo performance protocols and customs issues and challenges that arise in the context of performing as a soloist OHS principles as they apply to performing: relevant legislation policies and best practice relevant to particular performance contexts preventative practice against overuse injury and hearing damage
correct posture
mind to muscle: meditation imagery/conscious visualisation affirmations stretching deep breathing light aerobic exercises. repertoire instruments music analyses and research in selected area of
specialisation musical forms, systems, practices and customs reading and writing music using written music, sheet music and chord charts interpretation of directions for: instrumentation voicing expression timbre attack pitch tempi dynamics solo and ensemble protocols for rehearsals and performances improvisation in performance using aural cues only chord and melodic formulae.
improvisation ornamentation specific methods of instrumental attack performance customs relevant to the style and context of the music in selected area of specialisation preparing instruments during performance.

Listening critically may apply to:
tuning instrument using aural imagination to develop interpretation pattern and sequence recognition and memory recognising music systems and practices chords and keys in tonal or other musical systems reproducing sequences from memory adapting own performance to the overall performance of the group. working effectively with an appropriate tutor practising as a solo performer participating in relevant groups or associations participating in professional development and other learning opportunities attending master classes attending performances contributing to and participating in festivals and conferences being involved in a range of music-making activities as a soloist studying performance techniques of a range of styles in selected area of specialisation listening critically to a wide range of live and recorded music.

perform proficiently as a soloist before an audience on at listen effectively to adjust intonation and nuance in apply interpretation and expression skills communicate effectively with others involved in
least three occasions performance
performances.

access to relevant instruments and equipment opportunities for solo performances before an audience access to appropriate venue with adequate space and
acoustic qualities for solo performances use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

observation or video recordings of solo performances by
the candidate written or oral questioning on performance strategies discussion of planning for a solo performance relevant samples of artistic work with candidate's evaluation authenticated details of relevant courses or training sessions authenticated details of relevant artistic and/or commercial achievements written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies and scenarios as a basis for discussion of methods, strategies and other issues in solo performance.
CUS09 Music (Version 1.1) CUSMPF407A Develop vocal techniques
CUSMPF407A
Unit Descriptor
Develop vocal techniques

This unit describes the performance outcomes, skills and knowledge required to develop vocal techniques. It covers developing control of the range of scope of own voice, techniques to enhance vocal quality and health, as well as strategies for developing the technical skills required to perform a range of repertoire with confidence. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Vocalists apply the skills and knowledge outlined in this unit. They could be singing in a range of contexts, such as soloists, backup singers or in a choir. More complex skills associated with vocal techniques are covered in:
CUSMPF605A Develop advanced vocal techniques.
Unit Sector
No sector assigned
ELEMENT 1. Explore the range of own voice
In consultation with appropriate personnel , develop an understanding of the human voice Develop control of the range and scope of voice and apply to performance Explore repertoire options that best fit own voice and vocal style Develop an understanding of physical problems that can afflict the voice In consultation with appropriate personnel, discuss ways to avoid physical problems and strategies for addressing problems if they arise Develop regular voice warm-up routines to do prior to practice sessions and performances In consultation with appropriate personnel , plan practice sessions and strategies aimed at developing vocal techniques , overcoming technical challenges and developing the confidence to perform before an audience Apply music knowledge to facilitate development of vocal techniques Systemically practise pieces using exercises that develop technical fluency in identified areas of weakness Memorise repertoire to advance performance skills Use good posture and appropriate body positions to maintain technical facility and healthy performance habits Seek feedback on own skill development from appropriate personnel and adjust focus of practice sessions as required
2. Care for own voice
2.1 2.2 2.3
3. Use practice time to develop vocal techniques
3.1
3.2 3.3 3.4 3.5 3.6
4. Perform pieces
4.1 4.2 4.3
Use activities and physical exercises to sing pieces from a range of repertoire Accurately and confidently perform all work following agreed tempi and musical markings where relevant Use vocal articulation and tone colours to enhance the performance and emotional content of songs Listen to the work of other musicians to set performance goals and evaluate own performance against those goals Act on constructive feedback from relevant personnel on own performance and level of skill development Identify ancillary skills that would enhance own performance as a singer and plan skill development accordingly
5.1 5.2 5.3
Required skills
communication, teamwork and organisational skills sufficient to: interpret music appropriately for performance practice respond appropriately to constructive feedback on own performance self-management and planning skills sufficient to: plan own practice time set skill-development goals identify areas of weakness and plan practice accordingly listening skills sufficient to: monitor and adjust intonation as required develop a sense of relative pitch use appropriate sound and tone production produce a controlled sound with variations in tone as required initiative and enterprise skills in the context of producing sounds in a range of ways learning skills in the context of: improving vocal techniques and expression through practice using knowledge of relative pitch to analyse and memorise repertoire
appropriate to selected musical style and repertoire
technical skills sufficient to use a range of vocal techniques Required knowledge

sound understanding of: industry and musical terminology human anatomy and physiology as they relate to the physical process of singing qualities of vocal production belonging to each register techniques for caring for the voice repertoire relevant to area of specialisation issues and challenges that arise in the context of developing vocal techniques OHS principles as they apply to singing: relevant legislation preventative practice against damage to the voice
correct posture
musical director performer mentor teacher coach tutor.
Aspects of the human voice to consider may include:
vocal sound production articulation waveforms harmonic content vocal formats pitch singing formats spoken and sung sounds timbre vocal range: soprano mezzosoprano alto contralto tenor baritone bass register: flageolet falsetto modal.

Range and scope may include:
vocal weight vocal tessitura vocal transition points tone colour articulation control and contrast dynamics and volume pitch and register potential for solo or group performance potential for singing in different musical styles.
songs and tunes for solo performance choral pieces acapella pieces improvisations on rhythmic, harmonic or melodic structures own original work.
vocal fold problems, such as: bowed vocal folds cysts atrophy granuloma paralysis paradoxical vocal fold motion chronic cough chronic hoarseness laryngeal papilloma muscle function dysphoria reflux vocal nodules vocal papilloma vocal polyps voice misuse.
Physical problems may include:
Ways to avoid physical problems may include:
conducting vocal warm-ups and warm-downs not performing when sick knowing own role well resting before and after performances knowing when to stop talking or singing avoiding the use of performance-enhancing medication getting help sooner than later if problems start to appear.
breathing messa di voce articulation, including: tremolo vibrato legato staccato accents gliss fall-off ghost note bend control of dynamics rapid figurations posture projection. repertoire music analyses and research in selected area of musical forms, systems, practices and customs reading and writing music using written music, sheet interpretation of directions for: instrumentation voicing expression timbre attack pitch tempi dynamics solo and ensemble protocols for rehearsals and improvisation in performance using aural cues only chord and melodic formulae.
specialisation
music and chord charts
performances
scales arpeggios breathing exercises to achieve good breath control and exercises for developing techniques, such as: negotiating one's way through register breaks modifying vowels at higher pitches making informed choices about using glottal stops and
tone colour
diphthongs embellishing a melody improvising, e.g. scat singing producing a constant tone on all vowels comfortably singing wide intervals correcting vocal faults.
Memorising repertoire may involve:
melody lyrics keys guide tones arpeggios. dancing acting applying make-up hair styling song writing playing an instrument accurately pronouncing a foreign language.
Ancillary skills may include:

confidently perform at least three songs that demonstrate
an ability to achieve the required sound do vocal warm-ups and warm-downs perform a 10-second messa di voce learn and practise to improve own performance respond positively to constructive feedback on own performance.

access to suitable acoustic space use of culturally appropriate processes, and techniques

observation of practice or performance sessions where written or oral questioning on technical development
the candidate is singing
strategies, planning and goals with respect to developing vocal techniques video and/or audio recordings of performances or practice sessions where the candidate is singing self-evaluation sheets samples of work plans for private practice sessions case studies and scenarios as a basis to discuss issues and challenges that arise in the context of developing vocal techniques.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMPF302A Prepare for performances CUSMPF401A Rehearse music for group performances CUSMPF402A Develop and maintain stagecraft skills CUSMPF403A Develop repertoire as part of a backup group CUSMPF404A Perform music as part of a group.

CUS09 Music (Version 1.1) CUSMPF408A Develop performance techniques on a second instrument
CUSMPF408A
Unit Descriptor
Develop performance techniques on a second instrument

This unit describes the performance outcomes, skills and knowledge required to develop performance techniques on an instrument other than the primary instrument. While techniques for playing instruments may be completely different, the underpinning music knowledge that needs to be applied in performance remains the same. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Proficiency in a second instrument provides musicians with the flexibility to play in different combinations and allows a band or ensemble to extend the range of its repertoire.
No sector assigned
Unit Sector
ELEMENT 1. Explore the range of the second instrument
In consultation with appropriate personnel , compare features and characteristics of second instrument with those of primary instrument Plan development of performance technique in a way that builds on existing techniques and skills that can be applied to mastering the second instrument Develop control of the range and scope of instrument and apply to performance Explore capability of instrument in line with repertoire requirements Use appropriate methods to care for, move, use and store the instrument securely Set up and/or warm up the instrument in preparation for practice and performance Use instrumental accessories , fittings, maintenance and cleaning products to care for the instrument and enhance performance outcomes Tune the instrument appropriately to the required standard and tuning conventions
2. Maintain and care for the instrument
2.1 2.2 2.3 2.4
3. Use practice time to develop performance technique
3.1 3.2 3.3 3.4 3.5 3.6
In consultation with appropriate personnel , plan practice sessions aimed at developing techniques and overcoming technical challenges Apply music knowledge to facilitate development of performance technique Systemically practise pieces using exercises that develop technical fluency in identified areas of weakness Plan repertoire to advance performance skills Use good posture and appropriate finger, hand and/or body positions to maintain technical facility and healthy performance habits Seek feedback on own skill development from appropriate personnel and adjust focus of practice sessions as required Use activities and physical exercises to play pieces from a range of repertoire Perform all work following agreed tempi and musical markings where relevant Use appropriate techniques to achieve sound control, accurate intonation, and variations in sound and tone as required Listen to the work of other musicians to set performance goals and evaluate own performance against those goals Act on constructive feedback from relevant personnel on own performance and level of skill development
4. Perform pieces
4.1 4.2 4.3
5.1 5.2
Required skills
communication, teamwork and organisational skills sufficient to: interpret music appropriately for performance practice respond appropriately to constructive feedback on own performance discuss characteristics of different instruments in the context of developing self-management and planning skills sufficient to: plan own practice time set skill-development goals identify areas of weakness and plan practice accordingly listening skills sufficient to: monitor and adjust intonation as required recognise intervals, chords, scales and chord progressions in selected area of use appropriate sound and tone production for instrument produce a controlled sound with variations in tone as required
performance technique on a second instrument
specialisation
initiative and enterprise skills in the context of producing sounds in a range of ways
appropriate to selected musical style and repertoire learning skills in the context of: improving music performance skills and expression through practice applying relevant existing skills and knowledge to the task of developing performance technique on a second instrument technical and problem-solving skills sufficient to: use a range of instrumental techniques tune instrument to achieve intonation use a variety of rhythms and rhythmic styles relevant to specialisation Required knowledge
sound understanding of: industry, repertoire and musical terminology acoustic principles relevant to selected instrument and area of specialisation instrument parts, applications, range, capabilities, care and maintenance issues and challenges that arise in the context of developing performance technique
on a second instrument OHS principles as they apply to performing: relevant legislation policies and best practice relevant to particular performance contexts preventative practice against overuse injury and hearing damage correct posture
musical director performer mentor teacher coach tutor conductor sound engineer. acoustic or electronic instruments voice stringed keyboards wind percussion brass plucked. bowing embouchure plucking and picking fingering pedalling drumming physical coordination ability to play rhythms and rhythm patterns ability to play chords and chord patterns ability to reproduce pieces from written notation, chord charts and/or aural memory and imitation. tone colour articulation physical attributes and components control and contrast sound production dynamics and volume pitch, register and tessitura specific effects available using a range of attacks other acoustic or electronic effects.
Range and scope of instruments may include:
application to a range of music-making activities and scope and potential for solo or group performance in
outcomes in selected area of specialisation
selected area of specialisation adaptability size of instrument history in performance and customs of established performance tradition. Repertoire may include:
pieces appropriate to the selected instrument improvisations on rhythmic, harmonic or melodic songs and tunes traditional patterns own original work.
structures
reeds strings plectrums mouth pieces sticks, mallets, brushes and beaters stands pedals microphones amplifiers samplers mixers enhancers.
repertoire instruments music analyses and research in selected area of
specialisation musical forms, systems, practices and customs reading and writing music using written music, sheet music and chord charts interpretation of directions for: instrumentation voicing expression timbre attack pitch tempi dynamics solo and ensemble protocols for rehearsals and performances improvisation in performance using aural cues only chord and melodic formulae. scales arpeggios range of triads, chords or rhythms breathing exercises to achieve good breath control and tone colour bowing techniques to increase fluency, variety and coordination embouchure to achieve correct tone production and a well-centred sound fingering patterns with appropriate phrasing, articulation and dynamics hand and foot patterns plucking and picking patterns and exercises drumming exercises with hands, mallets and beaters pedalling.

perform at least three pieces that demonstrate an ability
to achieve the required sound on an instrument other than the primary one use aural discrimination to monitor and adjust own performance to achieve the required sound learn and practise to improve own performance respond positively to constructive feedback on own performance. Assessment must ensure:
access to relevant instrument and equipment access to suitable acoustic space use of culturally appropriate processes, and techniques

observation of practice or performance sessions where
the candidate is playing an instrument other than the primary one written or oral questioning on technical development strategies, planning and goals with respect to developing performance technique on a second instrument video and/or audio recordings of performances or practice sessions where the candidate is playing an instrument other than the primary one self-evaluation sheets samples of work plans for private practice sessions case studies and scenarios as a basis to discuss issues and challenges that arise in the context of developing performance technique on a second instrument.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMPF302A Prepare for performances CUSMPF401A Rehearse music for group performances CUSMPF402A Develop and maintain stagecraft skills CUSMPF403A Develop repertoire as part of a backup group CUSMPF404A Perform music as part of a group.

CUS09 Music (Version 1.1) CUSMPF409A Perform music using digital media
CUSMPF409A
Unit Descriptor
Perform music using digital media

This unit describes the performance outcomes, skills and knowledge required to perform a range of musical pieces using digital media as the vehicle for performance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit builds on CUSMPF202A Incorporate music technology into performance. A higher level of competence in skills, such as exploring the potential of the technology and applying the technology, and a higher level of musical aptitude are required of musicians as they prepare their performance with digital media. Musical experience is required to undertake this unit.
No sector assigned
Unit Sector
ELEMENT 1. Generate ideas for performance
Plan the scope of improvised and composed musical work for performance Discuss and evaluate the musical effectiveness of work in progress with appropriate personnel Incorporate feedback into preparation of digital media performance Perform a range of techniques in musical ways Identify a range of sounds for incorporation into improvised and self-composed performances Extend control over the technology to build creative ways to use digital media as the performance instrument Listen to or view recordings of performances that use digital media as the performance instrument In consultation with appropriate personnel , identify factors that may affect how digital media is used in performance In consultation with appropriate personnel, plan practice sessions aimed at developing technical facility suited to using digital media in performance Undertake research to identify the range of ways in which music is notated for performance using digital media Incorporate notation into performance using digital media
2. Develop facility with digital media
2.1 2.2 2.3 2.4 2.5 2.6
3. Develop appropriate notation
3.1 3.2
4. Perform a range of pieces
4.1 4.2 4.3 4.4 4.5 4.6
Listen to the work of professional musicians to determine goals and evaluate own performance against those goals Seek and use advice on skill development in own performance Play pieces and/or accompaniments with appropriate attention to rhythmic detail and dynamic range, and variations in technique as required Perform all work following notated instructions where relevant Use technical facility to achieve variations in sound and tone as appropriate Display musical aptitude in performance using digital media
Required skills
musical skills sufficient to: recognise intervals and rhythmic patterns produce a controlled sound with variations in tone as required distinguish pitch and digitally adjust intonation where required listening skills sufficient to select and adjust sound and tone as required communication, teamwork and organisational skills sufficient to: undertake research into the ways digital media can be used in performance follow written and verbal instructions understand information in equipment and software user guides respond appropriately to constructive feedback on own performance plan own practice time and set skill-development goals literacy skills sufficient to: read and understand user manuals read and understand appropriate notation learning skills sufficient to: improve skills through practice remain up to date with new versions and applications of digital media initiative and enterprise skills in the context of: using digital media to produce sounds in a variety of ways developing increased awareness of subtleties and variations of sound possible technical skills sufficient to explore the full range of features of digital media applications problem-solving skills sufficient to: use a range of techniques in performance produce planned sound consistently
through the use of digital media
in the context of performing music
discriminate and adjust sound Required knowledge

music knowledge, including musical notation and terminology industry knowledge, including: ways in which digital media can be used to perform music features of standard digital media equipment and related software repertoire relevant to digital media in performance challenges that typically arise in the context of performing music using digital media
OHS practices, procedures and standards as they apply to using music technology
digitally-generated sounds digital manipulation of acoustic sound musical articulation musical phrasing musical shading improvisation of rhythmic and melodic material physical coordination.
Sounds may include:
any form of sound produced by digital media instrumental sounds or sequences from MIDI devices,
software programs or other devices.
Digital media may include:
digital audio workstation (DAW) with a range of electronic instruments.
appropriate software
musical director performer mentor teacher coach tutor sound technician.
purpose of performance: entertainment for the general public concert dance corporate purposes cultural purposes marketing and promotion educational purposes schools or other institutions special communities special occasions public and/or religious ceremonies auditions audio or video recordings for online products or
interactive games available personnel available resources available budget client's expectations intellectual property venue and facilities technical parameters, including: technology constraints console platform bandwidth memory/RAM timelines target audience.


perform music competently using digital media respond positively to constructive feedback on own skill
development in relation to using digital media in performance.

access to digital media, including related software access to suitable acoustic space use of culturally appropriate processes, and techniques
appropriate to the language and literacy capacity of learners and the work being performed opportunities to demonstrate improvement in application of digital media through performance.

direct observation or video recordings of candidate using
digital media in practice sessions or performances testimonial from individual tutors written or oral questioning to assess knowledge as listed in the required knowledge section of this unit self-evaluation sheets samples of work plans for practice sessions case studies and scenarios as a basis for discussing technical issues and strategies to deal with them in performance.
CUS09 Music (Version 1.1) CUSMPF410A Perform music from written notation
CUSMPF410A
Unit Descriptor
Perform music from written notation

This unit describes the performance outcomes, skills and knowledge required to perform music from written notation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Instrumentalists and vocalists who are extending their ability to perform notated music apply the skills and knowledge described in this unit. Through practice and performance they develop expertise in interpreting notated music conventions and using music-reading skills in ways that suit different performance contexts. This unit builds on the skills covered in:
CUSMPF204A Play music from simple written notation.
Unit Sector
No sector assigned
ELEMENT 1. Practise notated music
Discuss with appropriatepersonnel the selection of suitable repertoire for practice and performance Practise music with accurate interpretation of rhythmic, melodic and harmonic structures Adhere to the required conventions of form and music structures Consider interpretation of dynamics and expression marks Practise accuracy of intonation Seek guidance from appropriate personnel and adjust techniques as required Perform melodic and rhythmic structures of music accurately Perform harmonic structureswhere required Demonstrate appropriate stylistic conventions Apply suitable tuning for selected music Adjust and adapt own performance in the context of a group performance as required Recover errors in performance as quickly and effectively as possible Identify personal strengths and weaknesses as a means of recognising practice goals Explore suitable repertoire for further development In collaboration with appropriate personnel agree on a suitable repertoire for further development of music-reading skills
2. Present performances of notated music
2.1 2.2 2.3 2.4 2.5 2.6
3. Enhance music-reading skills
3.1 3.2 3.3
Required skills
communication and literacy skills sufficient to: read notated music work cooperatively with other performers and music personnel initiative, enterprise and creativity in the context of: interpreting music structures and elements to enhance musical outcomes in
performance interpreting creative work from written notation appropriately interpreting expression and stylistic conventions from written music recovering errors with minimal disruption to performance problem-solving skills sufficient to: troubleshoot music-reading problems plan work tasks in a logical sequence planning and organisational skills sufficient to: implement a private music practice strategy set work and practice goals self-management skills sufficient to: prepare self for performance work to personal goals seek expert assistance when problems arise manage private music practice sessions learning skills sufficient to improve music-reading skills through practice technical skills sufficient to: perform music accurately from written notation in chosen area of specialisation interpret chords, scales, melodies, forms, textures or other conventions found within music notation analyse scales, chord sequences and music systems, rhythms, time signatures and beat patterns of musical organisation relevant to specialisation
apply knowledge of musical forms in area of specialisation to written music Required knowledge
sound knowledge of: range of genres and styles and their musical forms and conventions in written
notation musical protocols and customs for reading written music in selected area of specialisation repertoire relevant to chosen musical specialisation technical requirements of relevant instruments for accurate and appropriate performance in selected area of specialisation issues and challenges that arise in the context of performing music from written notation OHS practices, procedures and standards as they apply to using musical instruments and performing in a range of environments
teachers mentors musicians bandleaders music conductors choir leaders. classical jazz popular music church folk world. key signatures basic harmonic and melodic structures grouping of simple rhythmic structures time signatures, including 2/4, 3/4, 4/4, 5/4, 7/4 3/8, 5/8, 6/8, 7/8, 9/8, 2/2 and 3/2 note pitch note duration accidentals chords, where appropriate. bar lines repeats sign coda ties rests phrases ornaments popular music forms jazz forms classical forms. tempo volume accents phrasing articulation special effects.
Repertoire may be:
Rhythmic, melodic and harmonic structures may be:
Form and music structures may be:
Dynamics and expression marks may be:
Stylistic conventions may be:
tuning systems interpretation of music devices approaches to performance conventions within the
selected style.

perform from written notation on at least three occasions adhere to the conventions of the selected music practise music-reading skills on a regular basis.

access to a selection of notated music for investigation access to appropriate instruments, equipment and use of culturally appropriate processes, and techniques
and performance
performance space

direct observation or video recording of the candidate authenticated audio recordings of the candidate playing third-party reports from formal practical music
performing music from written notation music from written notation
examinations written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies as a basis for discussion of issues and challenges that arise in the context of performing music from written notation.

CUSMPF302A Prepare for performances CUSMPF401A Rehearse music for group performances CUSMPF404A Perform music as part of a group CUSMPF406A Perform music as a soloist.
CUS09 Music (Version 1.1) CUSMPF501A Prepare a program for performance
CUSMPF501A
Unit Descriptor
Prepare a program for performance

This unit describes the performance outcomes, skills and knowledge required to plan and prepare a program for performance. Extensive repertoire knowledge is required, as well as organisational skills to ensure that all arrangements are in place for performances and sufficient time is allocated to practice and rehearsals. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Instrumentalists and vocalists apply the skills and knowledge outlined in this unit. They could be responding to a brief from a client for a particular style of performance at an event or they may have responsibility within a company or ensemble for preparing programs.
No sector assigned
Unit Sector
ELEMENT 1. Plan performance program
Confirm performance requirements in consultation with appropriate personnel Apply comprehensive repertoire knowledge to select items that provide a balanced program suited to the purpose of the performance Select items that are appropriate to performers' level of artistic and technical ability and personal style Confirm timetable leading up to performance so that sufficient notice is given to colleagues and adequate private practice and rehearsal time is allocated Discuss draft program with appropriate personnel, incorporate feedback as required and obtain final sign-off on program for performance Confirm nature and extent of own contribution to the performance Obtain required resources in line with allocated budget Maintain contact with the venue to ensure mutual understanding of each other's requirements Ensure that where required, promotional material communicates the desired impression, and is accurate, current and well-presented Make all arrangements in good time and as efficiently as constraints allow Isolate technically difficult sections of the music and practise systematically, both privately and in rehearsal, to obtain the required standard prior to performance Acquire the required level of familiarity with material prior to performance
2. Prepare for performances
2.1 2.2 2.3 2.4 2.5 2.6 2.7
3. Develop interpretation
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8
Analyse the music to understand its scope, possibilities and underlying intention Explore a variety of possible interpretations and develop the one most suited to the music and performance context Refine and develop interpretation in ensemble, where required, through affinity in rehearsal with other performers Listen critically to own and others' performance and adjust playing to achieve the required sound Develop interpretation that is capable of expression within the constraints of own technical ability Demonstrate awareness of the performing space and the audience in interpreting and performing the music Practise techniques for sustaining expressive communication with an audience Seek feedback on own performance from appropriate personnel and adjust practice sessions accordingly
Required skills
communication and teamwork skills sufficient to: interpret music appropriately for performances collaborate effectively with other artists and technical personnel involved in rehearsals listening skills in the context of: listening critically to and adjusting own performance to achieve the required sound recognising intervals, chords, scales and chord progressions in selected area of discuss program requirements in a collaborative manner
and performances
specialisation responding to other players and adjusting own performance accordingly technical and problem-solving skills sufficient to: use a range of instrumental techniques in selected area of specialisation tune instrument to achieve intonation use a variety of rhythms, time signatures, beat patterns and rhythmic styles relevant to specialisation use a variety of scales, chord sequences and music systems in selected area of specialisation learning skills in the context of: practising strategically to overcome specific technical, expressive or sound-production problems using feedback to identify strengths and weaknesses in technique to improve own technical facility extending repertoire knowledge self-management and planning skills sufficient to: plan performance program and practice time prior to performances allow sufficient time for warm-up prior to performances demonstrate reliability in all agreed work commitments initiative, enterprise and creativity in the context of: phrasing and shaping music appropriately understanding and expressing appropriate musical nuance achieving own individual style of musical expression
performing appropriately for the context of venues, sound forces and perceived audience taste Required knowledge

acoustic principles relevant to selected instrument and area of specialisation music vocabulary and terminology instrument parts, applications, range, capabilities, care and maintenance repertoire relevant to the selected instrument and area of specialisation rehearsal and performance protocols issues and challenges that arise in the context of preparing a program for performance OHS principles relevant to particular performance contexts, such as: legislation policies and best practice hearing protection protection of body against overuse injury safe lifting practices
performance anxiety
time venue length of performance content: repertoire contrasts within the program material particular stylistic requirements performance breaks duration requirements for each piece presented number of pieces to be prepared ensemble size resources: instruments instrumental accessories sound equipment microphones sheet music music scores music stands accompaniment movement and dress standards. musical director producer performer mentor teacher coach tutor conductor agent.
Purpose of the performance may be for:
general public entertainment concert dance corporate purposes cultural purposes marketing and promotion a specific age group educational purposes schools or other institutions special communities special occasions public and/or religious ceremonies auditions audio or video recordings.
responding creatively and sensitively to other performers
in ensemble performance tuning instrument pattern and sequence recognition and memory reproducing sequences from memory distinguishing stylistic features instrumental and vocal sound production aural imagination to develop repertoire and musical material recognising music systems and practices.


prepare a program for performance in response to achieve the required level of performance skills prior to collaborate effectively with others involved in the
specific requirements performance
performance.

access to relevant instruments and equipment appropriate venue with adequate space and acoustic use of culturally appropriate processes, and techniques

discussion of planning a program for performance evaluation of draft and final programs prepared by the
candidate written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in planning and preparing a program for performance.
CUSMPF401A Rehearse music for group performances CUSMPF502A Incorporate interactive technology into
performance CUSMPF506A Develop technical skills and expand repertoire CUSMPF507A Present live audition programs.
CUS09 Music (Version 1.1) CUSMPF502A Incorporate interactive technology into performance
CUSMPF502A
Unit Descriptor
Incorporate interactive technology into performance

This unit describes the performance outcomes, skills and knowledge required to incorporate music technology into music performance as a creative tool designed to enhance performance outcomes. Musicians and artists working in this field need a sophisticated understanding of the fusion of music technology and music performance so that they can develop creative and innovative ways to exploit the potential of technology to enhance performances. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Technological interactivity in music performances focuses on the increasing use of audio software applications and sensor/gesture-based electronic instruments, which allow performers to manipulate a performance while it is happening. Interactive technology can be applied in all musical genres and styles, from electronic dance music DJs, to solo or ensemble performances, to experimental sound sculptures and installations.
Unit Sector
No sector assigned
ELEMENT 1. Generate ideas for enhancing performances through the use of interactive technology
1.4
Undertake research to identify the range of creative ways in which interactive technologies can be applied to music performances Listen to or view recordings of performances where interactive technologies have been used, as a way of generating ideas in relation to own music practice Collaborate as required with appropriate personnel to ensure that a range of creative ideas are generated for incorporating interactive technology into planned performances Identify factors that may affect how interactive technology can be incorporated into planned performances and adjust ideas accordingly Use features of relevant software and/or electronic devices to generate a sample of interactive elements required for performances Discuss and evaluate the effectiveness of work in progress with appropriate personnel Incorporate feedback and new ideas into the preparation of interactive elements as required Review and test interactive elements and make necessary adjustments to ensure that performances proceed as planned
2. Prepare interactive elements
2.1 2.2 2.3 2.4
3. Integrate interactive elements into performances
3.1 3.2 3.3 3.4 3.5
Incorporate interactive technology elements into own performance in line with agreed plan Respond flexibly and effectively to contingencies to maintain the integrity of the performance Interact considerately and constructively with stage management and other artistic, venue, studio and organisational staff as required Respond promptly and effectively to musical, stage or studio direction Contribute to a cohesive performance by taking and giving cues reliably, promptly, accurately and sensitively Assess own contribution to interactive technology aspects of performances in terms of success in achieving the required effect Discuss strengths and weaknesses of performances with appropriate personnel and identify strategies for improving interactive technology aspects of future performances
4. Review performances
4.1 4.2
Required skills
communication and teamwork skills sufficient to: collaborate effectively with other artists and technical personnel involved in provide constructive feedback on performances to others involved in performances respond positively to constructive feedback on own performance
performances
literacy skills sufficient to read and understand software user manuals initiative and enterprise skills in the context of: undertaking research into the ways in which interactive technologies can be used in
music performances using technology as a creative music tool learning skills sufficient to keep up to date with new versions of software applications relevant to incorporating interactive technology into music-based performances planning and organisational skills sufficient to: prioritise work tasks meet deadlines plan the creation of interactive elements in a logical sequence problem-solving skills sufficient to promptly and effectively rectify sound defects, system failures and mechanical breakdowns technology skills sufficient to use industry-standard software applications relevant to incorporating interactive technology into music-based performances Required knowledge
industry knowledge, including: musical terminology, systems, elements and genres group and solo performance protocols and customs features of a range of hardware and software tools/packages for automated music principles and techniques of incorporating interactive technology into music-based fusion of music technology and music performance
production
performances, including: manipulating sound to achieve technical and creative outcomes using effects to achieve a range of functional sound requirements automating events, e.g. lighting, sequence playback, sample playback and control of effects compatibility of different digital standards formats and technical standards issues and challenges that typically arise in the context of incorporating interactive technology into music-based performances OHS principles of: safe listening, including safeguards against hearing loss using a computer and keyboard for periods of time
Undertaking research may involve:
keeping abreast of industry trends through: searching the internet reading industry publications keeping up to date with latest developments in: software applications sensor or gesture-based electronic musical
instruments emerging technologies attending trade shows participating in conferences and master classes participating in online discussion forums. Ways to apply interactive technologies may include: creating music with virtual instruments adjusting sounds generated by real instruments adding effects to sounds generated by real instruments using computer interfaces with sensor/gesture based-electronic musical instruments automating events in a music-based performance, including integrating and sequencing: music sound effects voice-overs visual effects videos digital images undertaking virtual sound checks.

performer ensemble member composer presenter musical director stage director stage manager production manager production supervisor sound engineer technical crew designer: sound lighting costume make-up and hair special effects client marketing and promotions personnel artist's agent conductor tutor mentor.
purpose of performance: entertainment for the general public concert dance corporate purposes cultural purposes marketing and promotion educational purposes schools or other institutions special communities special occasions public and/or religious ceremonies auditions audio or video recordings for online products or
interactive games available personnel available resources available budget client's expectations intellectual property technical parameters, including: technology constraints console platform bandwidth memory/RAM timelines target audience.

Logic Audio MAX Pro Tools Sibelius Reason Ableton Live.

demonstrate sound understanding of the fusion of music
technology and music performance develop and present at least two technology-based interactive music performances collaborate effectively with others involved in the performances. Assessment must ensure:
access to relevant instruments and computer
use of culturally appropriate processes, and techniques
workstations, including sound playback facility

observation or video recordings of performances in which
the candidate has been responsible for developing and implementing aspects of interactive technology written or oral questioning on performance strategies discussion of principles and techniques of incorporating interactive technology into music-based performances authenticated details of relevant courses or training sessions authenticated details of relevant artistic and/or commercial achievements written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies and scenarios as a basis for discussion of issues and challenges that typically arise in the context of incorporating interactive technology into music-based performances.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMCP501A Compose music using electronic media CUSMPF404A Perform music as part of a group CUSMPF501A Prepare a program for performance CUSMPF602A Manage stagecraft aspects of performances CUSSOU403A Perform advanced sound editing.

CUS09 Music (Version 1.1) CUSMPF503A Perform accompaniment
CUSMPF503A
Unit Descriptor
Perform accompaniment
This unit describes the performance outcomes, skills and knowledge required to perform for audiences as an accompanist. High-level technical skills are required to ensure that the accompaniment matches and complements the performance of solo performers or groups, such as choirs. The ability to collaborate with and support performers during performances is essential. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Solo accompanists apply the skills and knowledge outlined in this unit. Piano is the primary instrument for accompaniment, but other instruments can be used depending on the nature of a performance.
No sector assigned
Unit Sector
ELEMENT 1. Prepare to perform accompaniment
Discuss and confirm artistic vision and expected performance outcomes with appropriate personnel Confirm own status and contribution within the overall concept, ensuring that own artistic and professional integrity are maintained Ensure that accompaniment is within own technical and artistic level of ability Undertake adequate personal practice to achieve the required standard before combined rehearsal period begins Take direction from and maintain support for the principal artists in rehearsals Develop and use strategies to overcome the effects of performance anxiety Ensure that musical content is appropriate to the instrument, context and standard of performers In collaboration with appropriate personnel, apply music knowledge to adapt music for the content and context of the performance Ensure that accompaniment underpins and enhances the performance Emphasise elements of the music appropriately for the performance Maintain energy levels, concentration and focus throughout the performance Ensure that practice and performance sessions allow for reasonable rest breaks appropriate to the performance context Ensure that rehearsal and performance conditions are safe and ergonomically adequate for correct posture
2. Provide accompaniment for performers
2.1 2.2 2.3 2.4 2.5 2.6 2.7
3. Provide stimulus and support for performers
3.1 3.2 3.3 3.4 3.5 3.6
Continuously monitor and adjust to the needs of the performers' own performance Ensure that accompaniment complements the inherent qualities of performers and follows the overall performance Respond in a sensitive and informed way to the technical demands of the performance Ensure that accompaniment gives clear and accurate guidance to performers as required and is capable of being reproduced exactly Listen and adjust volume of playing to the needs of performers and context of activity throughout the performance Maintain balance consistently between performers and accompaniment Respond sensitively to performers' emotional state Respond sensitively to performers' artistic requirements to ensure planned performance outcomes are achieved Adapt accompaniment to particular methods and styles of performers as required to achieve agreed performance outcomes Ensure that conduct and appearance are appropriate to the performance context Take and give cues reliably, promptly, accurately and sensitively Contribute to evaluation of the performance of performers in a sensitive, constructive and unbiased way Evaluate own performance as accompanist and note areas for future improvement Seek feedback on own performance from appropriate personnel and incorporate suggestions into overall strategies for improving own accompaniment skills
4. Interact with performers
4.1 4.2 4.3 4.4 4.5
5.1 5.2 5.3
Required skills
communication and teamwork skills sufficient to: interpret music appropriately for performances collaborate effectively with other artists and technical personnel to achieve planned listening skills in the context of: demonstrating empathy with performers listening critically to and adjusting own performance to achieve the required sound work with performers to achieve best performance outcomes
outcomes
and to support performers responding to other players and adjusting own performance in ensemble technical and problem-solving skills sufficient to: use a range of instrumental techniques in selected area of specialisation tune instrument to achieve intonation use a variety of rhythms, time signatures, beat patterns and rhythmic styles relevant to specialisation use a variety of scales, chord sequences and music systems in selected area of specialisation learning skills in the context of: using feedback to identify strengths and weaknesses in technique to improve own technical facility extending repertoire knowledge self-management and planning skills sufficient to: plan practice time prior to performance to improve technical facility allow sufficient time for warm-up prior to performances maintain an appropriate standard of personal presentation initiative, enterprise and creativity in the context of: supporting performers to deal with contingencies during performances phrasing and shaping music appropriately
understanding and expressing appropriate musical nuance Required knowledge

music knowledge: repertoire knowledge in selected area of specialisation musical terminology, systems, elements and genres musical styles in selected area of specialisation group and solo performance protocols and customs issues and challenges that arise in the context of performing as an accompanist OHS principles as they apply to performing: relevant legislation policies and best practice relevant to particular performance contexts preventative practice against overuse injury and hearing damage
correct posture
artists and performers directors composers conductors bandleaders producers promoters mentors.
Strategies to overcome the effects of performance anxiety may include:
focussing on a single element or action at a time relaxation techniques, such as: meditation deep breathing focussing on patterns rather than individual notes warm-up routines.
repertoire instrument knowledge findings from music analyses and research musical forms, systems, practices and customs music notation interpretation of directions for: instrumentation voicing expression timbre attack pitch tempi dynamics accompaniment protocols rehearsal and performance protocols chord and melodic formulae.
techniques to control and enhance performance musical elements and techniques appropriate to style of technical requirements for ensemble partners technical requirements of relevant instruments.
Technical demands may involve:
music making
tuning instrument accurate intonation and stylistic nuance in performance performance collaboration needs of performers for support pattern and sequence recognition and memory recognising music systems and practices chords and keys in tonal or other musical systems reproducing sequences from memory.
Strategies for improving own accompaniment skills may include:
working with an appropriate tutor and/or coach private practice using opportunities to practise as an accompanist with participating in relevant groups or associations in selected participating in professional development and other
principle performers in selected area of specialisation area of specialisation
learning opportunities attending master classes attending performances contributing to and participating in festivals and conferences relevant to area of specialisation being involved in a range of music accompaniment activities in selected area of specialisation studying performance techniques in a range of styles in selected area of specialisation listening critically to a wide range of live and recorded music.

perform proficiently as an accompanist before an
audience on at least three occasions listen effectively to adjust intonation and nuance in performance apply interpretation and expression skills communicate effectively with others involved in performances.

access to relevant instruments and equipment opportunities to accompany performers before an appropriate venue with adequate space and acoustic use of culturally appropriate processes, and techniques
audience

observation or video recordings of the candidate written or oral questioning on performance strategies as
performing accompaniments
an accompanist discussion of planning for performances relevant samples of artistic work with candidate's evaluation authenticated details of relevant courses or training sessions authenticated details of relevant artistic and/or commercial achievements written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in being an accompanist.
CUSIND501A Apply music knowledge and artistic
judgement CUSMPF401A Rehearse music for group performances CUSMPF410A Perform music from written notation CUSMPF501A Prepare a program for performance CUSMPF506A Develop technical skills and expand repertoire.
CUS09 Music (Version 1.1) CUSMPF505A Perform improvisation for audiences
CUSMPF505A
Unit Descriptor
Perform improvisation for audiences

This unit describes the performance outcomes, skills and knowledge required to perform improvisation for an audience as part of an ensemble. Critical to the success of performances that involve improvisation is the ability of all members of the group to work collaboratively and creatively together to embellish musical elements of chosen pieces. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Improvisation skills are required by musicians in a range of musical genres and traditions, for example, jazz, blues, classical, folk and rock. Aural awareness and a thorough grounding in the practice of the chosen genre or musical tradition are required so that musicians are in a position to respond intuitively to musical elements as they seek to vary them spontaneously during performances. More complex skills associated with improvisation are covered in:
CUSMPF604A Extend improvisation techniques.
Unit Sector
No sector assigned
ELEMENT 1. Prepare for ensemble improvisation
Confirm improvisation requirements in consultation with relevant personnel Agree on strategies for clear communication within the group during the improvisation to allow the music to flow Rehearse aspects of the performance as required Ensure that own contribution extends and enhances the overall piece Support and enhance the contribution of others to achieve best performance outcomes Make improvisation sensitive to the needs of other performers to stimulate the whole ensemble Respond accurately to starting cues Sustain musical impetus in the solo improvisation through dynamic use of musical elements Maintain stylistic cohesion in the realisation of harmony, melody, and/or rhythm and musical expression Listen carefully to other performers, respond aurally to their work and adjust own performance appropriately Provide a clear cue to the ensemble to finish the solo section Ensure that the duration of the solo section accords with the custom and practice of the group and/or musical style Acknowledge applause according to the custom and practice of the group and/or musical style
2. Contribute to the work of ensemble
2.1 2.2 2.3
3. Contribute solo improvisation
3.1 3.2 3.3 3.4 3.5 3.6 3.7
4. Evaluate improvisation
4.1 4.2 4.3 4.4 4.5 4.6 4.7
Establish measures and methods that contribute to objective assessment for evaluating the success of the work in its context Assess and confirm with appropriate people the extent to which the improvisation has explored fully its potential in terms of content, style and structure Record performances where possible for evaluation purposes Measure performance against previous performances to assess development of self and ensemble Seek and use feedback to adjust performance Analyse performance for its potential contribution to further work Consider strengths and weaknesses to inform future performance
Required skills
communication, listening and teamwork skills in the context of: responding appropriately to aural and written cues using aural imagination to develop and embellish themes in performance working collaboratively with other members of the ensemble giving and receiving constructive feedback on own performance and that of the group technical skills in the context of: demonstrating technical facility with the performance medium using a range of improvisation techniques and styles in area of specialisation using a variety of rhythms, time signatures, beat patterns and rhythmic styles in area initiative and creativity in the context of: demonstrating originality and innovative approaches in improvisation developing musical themes listening critically to continuously evaluate and adjust the musical work phrasing and shaping music appropriately understanding and expressing appropriate musical nuance applying appropriate styles or interpretation working creatively with individual differences responding appropriately to the unexpected in a live performance situation self-management and learning skills in the context of: monitoring and evaluating own improvisations improving performance through experimentation and practice
of specialisation
responding appropriately to the pressures of performing live Required knowledge

music knowledge, including: well-developed understanding of chosen styles and genres and their musical forms chord schemes, rhythmic patterns and rhythmic conventions as they apply to issues and challenges that arise in the context of performing improvisations musical and performance protocols
and conventions for improvisation improvisation
OHS issues as they relate to performing live in a range of venues
Improvisation requirements may include:
context purpose starting point duration scope practice and rehearsal times. ensemble member musical director conductor sound engineer.
Cues may include:

perform improvisations on at least three occasions using respond creatively to cues use aural imagination to develop musical materials collaborate effectively with other members of a
a range of improvisation styles in area of specialisation
performance ensemble.

access to relevant instruments and equipment performance opportunities as part of an ensemble appropriate venue with adequate space and acoustic an audience use of culturally appropriate processes, and techniques
qualities

observation of performance where the candidate is written or oral questioning on the music structures of written or oral questioning to test knowledge as listed in relevant samples of artistic work with candidate's authenticated details of relevant artistic and/or video or audio recordings of performance or practice
performing an improvisation improvisation
the required knowledge section of this unit evaluation
sessions where the candidate is performing an improvisation case studies and scenarios as a basis for discussing issues about performing improvisations.
CUSMLT402A Articulate ideas about music CUSMPF402A Develop and maintain stagecraft skills CUSMPF506A Develop technical skills and expand
repertoire.
CUS09 Music (Version 1.1) CUSMPF506A Develop technical skills and expand repertoire
CUSMPF506A
Unit Descriptor
Develop technical skills and expand repertoire

This unit describes the performance outcomes, skills and knowledge required to refine instrumental techniques and expand the range of practical performance repertoire. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit builds on CUSMPF405A Develop instrumental techniques, and can apply to a first or second instrument. A higher level of competence in areas such as performance preparation, craft skills and musicianship is required of musicians as they seek more performance opportunities. They can be expected to show a real commitment to improving their skills and to expanding their repertoire in ways that allow them to demonstrate higher levels of technical and expressive skills. A willingness to act on feedback from colleagues and mentors is also essential.
Unit Sector
No sector assigned
ELEMENT 1. Use technical control in performing music
Use control of the physical characteristics of chosen instrument to perform music skilfully Use technical control to exploit the expressive qualities of chosen instrument in performance Control sound production to achieve consistency and reliability in performance across a wide range of repertoire in selected musical style Use appropriate methods to care for, move, use and store the instrument securely Set up and/or warm up the instrument in preparation for practice or performance Use instrumental accessories , fittings, maintenance and cleaning products to care for the instrument and enhance performance outcomes Tune the instrument appropriately to the required standard and tuning conventions
2. Maintain and care for the instrument
2.1 2.2 2.3 2.4
3. Use practice time to develop techniques and expand repertoire
3.1 3.2 3.3 3.4 3.5 3.6
In consultation with appropriate personnel , plan practice sessions, strategies and exercises aimed at extending techniques and expanding repertoire Use repertoire or specific technical exercises to address specific needs Apply developing experience of the physical relationship with the instrument to achieve individual style and extend musical expression Listen to own work critically to produce accurate intonation and tone colour across a wide dynamic range Use good posture and appropriate finger, hand and/or body positions to perfect technical facility and ensure healthy performance habits Monitor progress in skill development against personal goals and adjust practice sessions accordingly Interpret music appropriately to play a range of repertoire for solo and ensemble performance using appropriate rhythm, expression and tuning Use a variety of instrumental techniques to perform a range of repertoire appropriate to the selected area of music specialisation Control intonation, rhythm, tempo, expression, phrasing and nuance appropriate to the repertoire and musical style Evaluate own performances and note areas for future improvement Seek feedback on own performance from appropriate personnel and incorporate their ideas and suggestions into strategies for continuously improving own skills and knowledge
4. Apply refined skills to perform a wider range of pieces
4.1 4.2 4.3 4.4 4.5
Required skills
communication, teamwork and organisational skills sufficient to: interpret music appropriately for performance practice respond appropriately to constructive feedback on own performance self-management and planning skills sufficient to: plan own practice time set development goals identify areas of weakness and plan practice accordingly listening skills sufficient to: monitor and adjust intonation as required recognise intervals, chords, scales and chord progressions in selected area of use appropriate sound and tone production for instrument or voice produce a controlled sound with variations in tone as required apply acoustic principles to own playing
specialisation
initiative and enterprise skills in the context of: producing sounds in a range of ways appropriate to selected musical style and
repertoire developing an increased awareness of the subtleties and variations of tone colour available on chosen instrument and their use in performance learning skills in the context of: improving music performance skills and expression through practice expanding repertoire technical and problem-solving skills sufficient to: use a range of instrumental techniques on a first or second instrument tune instrument to achieve intonation play an extensive range of scales, rhythms or chord patterns in selected area of specialisation produce planned sound consistently across a wide dynamic range discriminate and adjust pitch to produce the required sound Required knowledge acoustic principles relevant to selected instrument and area of specialisation instrument parts, applications, range, capabilities, care and maintenance repertoire relevant to the selected instrument and area of specialisation issues and challenges that arise in the context of refining technical skills and expanding repertoire OHS principles relevant to particular performance contexts, such as: legislation policies and best practice hearing protection protection of body against overuse injury safe lifting practices

performance anxiety
acoustic or electronic voice stringed keyboards wind tuned and untuned percussion brass plucked. reeds strings plectrums mouth pieces sticks, mallets, brushes and beaters stands pedals microphones amplifiers samplers mixers enhancers.
ability to play a wide range of scales, triads, arpeggios, varied tone colour bowing techniques to achieve good phrasing and a range embouchure to achieve good tone production across the fingering patterns to achieve required phrasing, posture appropriate to good sound production and OHS
Exercises may be aimed at developing:
chords or rhythms
of articulation options
range and special techniques articulation and dynamics
principles hand and/or foot patterns plucking and picking patterns drumming expertise with mallets and beaters pedalling techniques microphone techniques.
Techniques may involve:
instrumental/vocal sound production physical coordination improvisation sight reading playing a range of pieces in different styles in area of specialisation playing a wide range of rhythms, time signatures and rhythm patterns in area of specialisation playing a wide range of chords and chord patterns in area of specialisation using a range of keys, scales and chord sequences adjusting tone colour through: instrumental attack techniques for sound production a range of accessories electronic sound enhancers interaction between the player and the instrument use of performer's physique improving aural memory.
solo pieces ensemble pieces improvised pieces. working on identified technical weaknesses extending rhythmic accuracy performing a wide range of techniques appropriate to the refining physical facility ensuring skilful control of the instrument across an
Needs may include:
style of music
extensive range of repertoire.

use aural discrimination to monitor and adjust own demonstrate fluent performance on the selected monitor progress in own skill development expand repertoire in area of specialisation respond positively to constructive feedback on own
performance to achieve the required sound instrument in area of specialisation
performance.

access to relevant instrument and equipment access to suitable acoustic space use of culturally appropriate processes, and techniques
appropriate to the language and literacy capacity of learners and the work being performed opportunities to demonstrate improvement in technical skills and expansion of repertoire.

sessions self-evaluation sheets samples of work plans for private practice sessions, including monitoring of progress against goals case studies and scenarios as a basis to discuss issues associated with technical skill development and expansion of repertoire.
CUSIND401A Develop specialist expertise in the music CUSMLT501A Refine aural-perception skills CUSMPF401A Rehearse music for group performances CUSMPF505A Perform improvisation for audiences.
industry
CUS09 Music (Version 1.1) CUSMPF507A Present live audition programs
CUSMPF507A
Unit Descriptor
Present live audition programs

This unit describes the performance outcomes, skills and knowledge required to prepare for and perform at an audition. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Instrumentalists and vocalists apply the skills and knowledge outlined in this unit. In a highly competitive market place it is essential that musicians know how to prepare for live auditions so that they can showcase their performance skills to prospective employers.
No sector assigned
Unit Sector
ELEMENT 1. Plan audition program
1.5 1.6 1.7 1.8
Confirm audition requirements in consultation with appropriate personnel Undertake background research into the needs and business of auditioning body to strategically plan the program Plan program to suit auditioning body's requirements Prepare a varied program that demonstrates own strengths in performance and that is well within the technical and stylistic ability of any other performers required for the audition Observe all protocols, either specifically prescribed by auditioning body or otherwise appropriate to context Confirm arrangements with accompanist or ensemble to allow maximum rehearsal time Where possible test the audition venue and facilities in advance or inspect to assess warm-up possibilities Organise portfolio to present to auditioning body as required
2. Prepare for audition
2.1 2.2 2.3
2.4 2.5 2.6
Purchase or hire scores, tapes or other materials necessary for the program Comply with statutory requirements for music to be performed at audition Check the condition of instruments and/or accessories to be used in the audition to ensure optimum working order and repair or adjust as necessary to ensure best performance conditions Where appropriate check the tuning of instruments in advance and take measures to ensure ease and accuracy of tuning both in preparation for, and during, the audition Ensure that all equipment is appropriate to the audition venue and context Inspect and try out instruments and/or equipment where possible in advance of the audition when they are to be supplied by the auditioning body at the venue Arrive at the venue punctually to allow for warm-up time and registration procedures Use relaxation techniques to overcome performance anxiety as required Ensure that dress and manner are appropriate to the audition and musical context Ensure that required resources are on hand and available in a manner that allows the audition to proceed without undue interruption Present portfolio as required Apply music knowledge and appropriate techniques to perform pieces to best of one's ability Listen carefully and respond to instructions given during the audition, including cutting off the performance if and when instructed Maintain a positive and courteous manner with auditioner and fellow performers At the completion of the audition confirm an expected time for hearing the audition outcome Where result is successful, obtain details of contract interview and follow up accordingly Where result is unsuccessful, follow up with a courteous request for appraisal and further advice Evaluate and assess the audition performance and feedback to influence future audition preparation and performance Send follow-up correspondence for each audition whether successful or not to communicate appreciation for the opportunity and to allow for further opportunities
3. Present audition
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8
4. Follow up audition
4.1 4.2 4.3 4.4 4.5
Required skills
communication, teamwork and organisational skills sufficient to: respond appropriately to constructive feedback on own performance respond appropriately to directions during auditions present confidently in an audition situation self-management and planning skills sufficient to: plan audition program and practice time identify areas of weakness and plan practice accordingly maintain an appropriate standard of personal presentation in an audition context listening skills sufficient to: monitor and adjust intonation as required recognise intervals, chords, scales and chord progressions in selected area of use appropriate sound and tone production for instrument or voice produce a controlled sound with variations in tone as required apply acoustic principles to own playing
specialisation
initiative and enterprise skills in the context of: producing sounds in a range of ways appropriate to selected musical style and learning skills in the context of improving music performance skills and expression technical and problem-solving skills sufficient to: use a range of instrumental techniques in selected area of specialisation tune instrument to achieve intonation play an extensive range of scales, rhythms or chord patterns in selected area of produce planned sound consistently across a wide dynamic range responding appropriately to the unexpected in an audition situation
repertoire
through practice
specialisation
discriminate and adjust pitch to produce the required sound Required knowledge

acoustic principles relevant to selected instrument and area of specialisation music vocabulary and terminology instrument parts, applications, range, capabilities, care and maintenance repertoire relevant to the selected instrument and area of specialisation performance and audition protocols issues and challenges that arise in the context of presenting a live audition program OHS principles relevant to particular performance contexts, such as: legislation policies and best practice hearing protection protection of body against overuse injury safe lifting practices
performance anxiety
purpose time venue length of the audition content: repertoire contrasts within the program material particular stylistic requirements performance breaks duration requirements for each piece presented number of pieces to be prepared whether auditioners will choose from a presented list, or hear all pieces or parts of pieces ensemble size accompaniment movement and dress standards.

representative of the auditioning body musical director performer mentor teacher coach tutor conductor agent.
Portfolio may include:
biographies photographic materials scores music demos: audio video multimedia kits.
copyright duty of care.
Statutory requirements may relate to:
mind to muscle: meditation imagery/conscious visualisation affirmations stretching deep breathing light aerobic exercises.
instruments instrumental accessories sound equipment microphones sheet music music scores music stands. repertoire instrument knowledge findings from music analyses and research musical forms, systems, practices and customs music notation interpretation of directions for: instrumentation voicing expression timbre attack pitch tempi dynamics accompaniment protocols rehearsal and performance protocols chord and melodic formulae aural imagination to develop musical material and/or interpretation pattern and sequence recognition and memory solo and ensemble protocols.
Techniques may involve:
instrumental/vocal sound production physical coordination improvisation sight reading playing a range of pieces in different styles in area of specialisation playing a wide range of rhythms, time signatures and rhythm patterns in area of specialisation playing a wide range of chords and chord patterns in area of specialisation using a range of keys, scales and chord sequences adjusting tone colour through: instrumental attack techniques for sound production a range of accessories electronic sound enhancers interaction between the player and the instrument use of performer's physique.

prepare an audition program that meets the requirements perform proficiently for an audition on at least two listen effectively to adjust intonation and nuance in
of an auditioning body
occasions (either real or simulated)
performance apply interpretation and expression skills communicate effectively with others involved in the audition.

access to relevant instruments and equipment opportunities for auditions in either a real or simulated appropriate venue with adequate space and acoustic use of culturally appropriate processes, and techniques
situation

observation or video recordings of candidate presenting a written or oral questioning on performance strategies discussion of planning for an audition written or oral questioning to test knowledge as listed in case studies and scenarios as a basis for discussion of
live audition program
methods, strategies and other issues involved in preparing for and presenting a live audition program.

CUSMPF401A Rehearse music for group performances CUSMPF406A Perform music as a soloist CUSMPF501A Prepare a program for performance CUSMPF506A Develop technical skills and expand repertoire.
CUS09 Music (Version 1.1) CUSMPF508A Provide musical leadership in performance
CUSMPF508A
Unit Descriptor
Provide musical leadership in performance

This unit describes the performance outcomes, skills and knowledge required to lead a group in ensemble or other musical performance. This leadership role includes being responsible for motivating others to give their best in performance. This involves applying a range of musicianship skills, such as stagecraft; understanding the performance capabilities of instruments; and providing solutions to performance problems that arise during rehearsals and performances. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Performers and musical directors apply the skills and knowledge described in this unit. Typically they are responsible for leading a group in ensemble or other musical performance. More complex skills associated with conducting are covered in:
CUSMPF606A Conduct musical performances.
Unit Sector
No sector assigned
ELEMENT 1. Extend music techniques
Adapt acquired techniques and technical skills to the context of the chosen style or playing environment to achieve best outcomes for self and others Establish and undertake regular practice regimes to ensure that technique and skills are maintained and further developed to meet leadership requirements Develop and extend skills and techniques as required in a range of different working contexts and their requirements Develop intellectual and emotional response to, and understanding of, music through exposure to a wide range of stimuli Focus listening skills in all musical experiences to enable analysis of content and musical intent to enhance musical outcomes for self and others Develop aural memory and exercise consistently in all musical experiences Analyse a diverse range of works to develop broad and specialised repertoire knowledge for self and others
2. Facilitate the expression of ideas and concepts in performance
2.1 2.2 2.3 2.4
Adapt, combine and integrate techniques, disciplines and skills flexibly to enable the appropriate physical expression of concepts Focus and clearly project interpretive response to relevant performers Demonstrate spatial awareness in a range of playing areas and give directions creatively and effectively to achieve best performance outcomes for self and others Develop stagecraft skills by evaluating and using the physical components of performance effectively for self and others Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of performances Document the outcome of debriefing sessions according to enterprise procedures Reflect on own performance and note areas for improvement Respond appropriately to audience and peer feedback on performances In consultation with relevant personnel, identify professional development opportunities Participate in professional development activities to improve work performance and ensure currency of industry knowledge Use industry affiliations and strategic alliances to support and maintain professional practice Seek and apply constructive criticism from others to improve own technical and conceptual skills
3. Evaluate performances
3.1 3.2 3.3 3.4
4. Enhance professional practice
4.1 4.2 4.3 4.4
Required skills
communication and teamwork skills sufficient to: provide musical leadership to performers and instrumentalists during rehearsals and work creatively with individual differences work constructively with group dynamics identify and deal positively and constructively with conflict
performances
initiative, enterprise and creativity in the context of: matching repertoire to target audience demonstrating originality and innovative approaches to the performance and
interpretation of music for self and others in area of specialisation extending musical boundaries for self and audience in area of specialisation phrasing and shaping music appropriately in area of specialisation understanding and expressing appropriate musical nuance in area of specialisation leading musical performances appropriately for the context of venues, sound forces and perceived audience taste in area of specialisation engaging audiences through appropriate use of stagecraft skills listening skills sufficient to: recognise intervals, chords, scales and chord progressions in area of specialisation understand appropriate intonation, dynamics, phrasing, rhythm and expression to produce the required sound for self and others in area of specialisation listen critically to the creative work of others to inform own work and the work of others in area of specialisation listen critically to and adjust own creative work to achieve the required sound for self and others in area of specialisation planning and organisational skills sufficient to: clarify roles work within established timeframes to achieve planned outcomes match work commitments to best career outcomes plan practice to improve own technical facility in performance, and directing music in area of specialisation demonstrate punctuality in all work commitments use time-management strategies to set priorities learning and self-management skills sufficient to: locate and use resources to advance own artistic and career development in area of specialisation evaluate and adjust career directions and plans realistically to advance in area of specialisation evaluate, adjust and develop own work in line with planned career directions discern and listen to the advice of colleagues, experts and audience groups to adjust work in line with career direction observe cultural protocols appropriate to the genre or area of specialisation use appropriate posture, dress and other performance protocols in area of specialisation apply OHS principles wherever relevant to work practice technical skills sufficient to: use equipment and instruments in area of specialisation use technology to improve efficiency and musical outcomes for self and others in area of specialisation
investigate technology to enhance artistic or commercial outcomes in area of specialisation Required knowledge
music knowledge in area of specialisation, including: setting down music for performance or interpreting music in performance improvisation conventions sight reading from charts or musical notation appropriate repertoire musical terminology musical genres and styles solo and group performance protocols composition process issues and challenges that typically arise in the context of providing musical leadership techniques for moving the body and breathing to enhance musical performance of self
in performance and others

Technical skills in area of specialisation may include:
physical mastery of instruments and musical materials facility with techniques to control and enhance music proficiency to produce appropriate instrumental/vocal musical elements and compositional techniques taking into account technical requirements of specific
making
performance style and standard
appropriate to style of music making instruments.
Leadership requirements may include:
practising performance, composition and musical communicating with peers using physical and electronic contributing to and participating in festivals and participating in groups or associations relevant to area of being involved in a range of music-making activities listening critically to a wide range of live and recorded
directing and conducting means
conferences relevant to area of specialisation specialisation
relevant to area of specialisation music.
goals, values, objectives, processes and appropriate ethical standards of industry, employer, agent, client or
practices
audience current Copyright Act and amendments licensing laws time management contingency planning problem solving.
listening to adjust the sound in solo or group performance aural imagination to identify and develop interpretive pattern and sequence recognition and memory recognising music systems and practices relevant to area chords and keys in tonal or other musical systems in area reproducing sequences from memory in area of instrument tuning in area of specialisation.
options
of specialisation of specialisation specialisation
pieces appropriate to the selected instrument in area of solo pieces in area of specialisation ensemble pieces in area of specialisation improvised pieces in area of specialisation.
specialisation
Stagecraft skills may include:
interaction with audiences and performers grooming observing stage etiquette stage make-up energy movement acting maintaining fitness observing OHS requirements facial expressions way of holding instruments or equipment, such as microphones effective use of performance space and props.

producer sound engineer performer stage manager music critic mentor composer musical director sound designer production manager manager client. mentoring coaching structured or formal training listening to and evaluating the work of others conferences.
Professional development opportunities may include:

provide musical leadership in rehearsal and performance apply high levels of music literacy and repertoire continuously improve performances through ongoing motivate others involved in performances to achieve their
on at least three occasions knowledge evaluation best.

access to relevant instruments and equipment access to scores, charts or other written music resources access to participants, such as performers and technical access to appropriate performance venues with adequate use of culturally appropriate processes, and techniques
crew
space and acoustic qualities

observation of musical performances led by the candidate written or oral questioning to test knowledge as listed in authenticated musical recordings where the candidate case studies and scenarios as a basis for discussion
the required knowledge section of this unit provided musical leadership
about issues and challenges that arise in the context of providing musical leadership in performances.
CUSIND501A Apply music knowledge and artistic
judgement CUSMLT501A Refine aural-perception skills CUSMPF402A Develop and maintain stagecraft skills CUSMPF410A Perform music from written notation CUSMPF501A Prepare a program for performance.
CUS09 Music (Version 1.1) CUSMPF601A Present a music performance
CUSMPF601A
Unit Descriptor
Present a music performance

This unit describes the performance outcomes, skills and knowledge required to present music performances in all musical genres. The unit also describes the well-developed stagecraft skills and high-level technical and musicianship skills required to engage audiences, which will involve a wide range of repertoire in the area of specialisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Instrumentalists and vocalists in all musical genres apply the skills and knowledge described in this unit. At this level, they are usually performing as soloists and need the confidence and self-assurance to perform live before an audience for short or long intervals.
No sector assigned
Unit Sector
ELEMENT 1. Plan music performance program
In consultation with appropriate personnel , clarify expectations with regard to the music performance Assess own repertoire to identify appropriate components that may contribute to the music performance program and research new repertoire possibilities Sequence components of the music performance program to maximise audience engagement and to meet own physical requirements in presenting the performance Assess each component of the music performance program against own strengths and weaknesses in performance, taking advice from others as required Assess and obtain resources that may be required to present the piece Finalise the music performance program in consultation with appropriate personnel as required Engage in coaching, private practice and/or rehearsal sessions to ensure that the required performance standard is achieved Where accompanists or other artists are involved in the performance, ensure that close rapport and musical empathy are developed through rehearsals in time to achieve the required performance standard Seek and incorporate advice during performance preparation to ensure the best possible performance
2. Prepare for the music performance
2.1 2.2
2.3
3. Develop interpretation
3.1 3.2
3.3 4. Warm up for the music performance 4.1 4.2 4.3
Analyse the repertoire to interpret its scope, possibilities and underlying intention Exploit a variety of interpretations in preparing the performance to develop musical expression and to identify the most appropriate interpretations within the constraints of own technical ability Demonstrate awareness of the performing space and the intended audience in preparing the musical interpretation Secure an appropriate warm-up space to tune instruments and check all other resources Warm up physically to ensure that sound production is secure from the beginning of the performance Centre thoughts to focus positively on the performance and relax effectively using techniques for overcoming performance anxiety Maintain communication with the audience, other artists and stage personnel using appropriate eye contact and other body language as required to ensure a cohesive performance Adjust own performance as required to ensure that instrumental/vocal tuning, sound production and technical performance standard are maintained throughout the performance Sustain interpretation and expressive communication with the audience coherently and consistently, and maintain energy and focus throughout the performance Recover errors in performance with minimum disruption to performance and audience experience Respond to the audience as required by the custom or tradition of the performance context in entering and leaving the stage, accepting applause, acknowledging other artists or relevant personnel and providing encores Present the performance with due regard to OHS considerations Use objective measures to evaluate the success of the music performance Measure own performance against previous work to assess technical and artistic development Identify and note weaknesses and errors in the performance for analysis and remediation Assess feedback and use for possible adjustment in future work
5. Perform before an audience
5.1
5.2
5.3 5.4 5.5
5.6 6. Evaluate the music performance 6.1 6.2 6.3 6.4
Required skills
communication, teamwork and organisational skills sufficient to: interpret music appropriately for performance work collaboratively with others involved in music performances respond positively to constructive feedback on own performance respond appropriately to audiences self-management and planning skills sufficient to: plan a music performance program use practice time effectively to prepare for performances identify areas of weakness and plan practice accordingly listening skills sufficient to: monitor and adjust intonation as required use appropriate sound and tone production for instrument or voice apply acoustic principles to own playing initiative and enterprise skills in the context of: producing sounds in a range of ways appropriate to selected musical style and developing an increased awareness of the subtleties and variations of tone colour adapting repertoire to own performance in area of specialisation responding appropriately to the unexpected during performances
repertoire
available on chosen instrument and their use in performance
learning skills in the context of: improving music performance skills and expression through practice using appropriate repertoire for technical development critically evaluating own performance technical and problem-solving skills sufficient to: use a range of instrumental techniques in selected area of specialisation tune instrument to achieve intonation apply sound-production techniques produce planned sound consistently across a wide dynamic range

acoustic principles relevant to selected instrument and area of specialisation instrument parts, applications, range, capabilities, care and maintenance repertoire relevant to the selected instrument and area of specialisation issues and challenges that arise in the context of presenting a music performance OHS principles relevant to particular performance contexts, such as: legislation policies and best practice hearing protection protection of body against overuse injury safe lifting practices
performance anxiety
musical director performer mentor teacher coach tutor conductor producer agent client sound engineer. duration purpose scope venue style of music number of performers rehearsals whether music is to be recorded publicity and promotion target audience. pieces appropriate to the selected instrument solo and ensemble pieces improvised pieces works from a range of genres and styles.
Expectations may include:
sheet music or scores for own use and that of other instruments: acoustic or electronic voice stringed keyboards wind tuned and untuned percussion instrumental accessories: reeds strings plectrums mouth pieces sticks, mallets, brushes and beaters stands pedals microphones amplifiers samplers mixers enhancers practice, rehearsal, coaching and music venues repetiteurs, accompanists and other performers electronic or electrical sound equipment microphones leads and racks packing cases music stands lighting props and stage decorations, including floral gifts required for presentations at the conclusion of the
performers
arrangements
music costumes and personal accessories trolleys or other lifting and carrying equipment transport stage personnel.
OHS considerations may include:
correct posture to support facility and longevity in practice ensuring that practice sessions are of reasonable
duration to avoid fatigue hearing protection protection of body against overuse injury safe lifting techniques strategies to overcome performance anxiety, such as: focussing on a single element or action at a time relaxation techniques, such as meditation and deep breathing focussing on patterns rather than individual notes warm-up routines.

plan at least two music performances confidently present at least two music performances on use aural discrimination to monitor and adjust own respond positively to constructive feedback on own
the selected instrument in area of specialisation performance to achieve the required sound performance.

access to relevant instrument and equipment opportunities to present music performances before an
audience access to suitable acoustic space use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.

observation of candidate presenting a music performance video and/or audio recordings of candidate presenting a self-evaluation sheets case studies and scenarios to discuss the identification of
music performance
technical methods, strategies and issues in music performance and how to deal with them in performance.
CUSMPF602A Manage stagecraft aspects of
performance CUSMPF603A Refine performance techniques and expand repertoire CUSMPF605A Develop advanced vocal techniques.
CUS09 Music (Version 1.1) CUSMPF602A Manage stagecraft aspects of performances
CUSMPF602A
Unit Descriptor
Manage stagecraft aspects of performances

This unit describes the performance outcomes, skills and knowledge required to plan and manage stagecraft aspects of performances. At this level, performers need to demonstrate leadership qualities before, during and after performances. Typically they are responsible for contributing ideas to the design of the overall look, feel and sound of performances in collaboration with other creative and production personnel, such as designers, directors, stage managers and musical directors. They are also responsible for ensuring that all aspects of stagecraft go according to plan during performances. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Experienced musicians and performers in all genres apply the skills and knowledge outlined in this unit. Applying an appropriate range of stagecraft skills can lead to audiences having a more enjoyable and entertaining experience. An essential feature of stagecraft skills is the ability to engage with audiences - whether through dialogue, movement or gestures.
No sector assigned
Unit Sector
ELEMENT 1. Plan stagecraft aspects of performances
Collaborate with appropriate personnel on the design of performances and order of repertoire Generate a range of preliminary ideas about aspects of stagecraft that could be used to enhance performances from an audience perspective Discuss and refine ideas with appropriate personnel until an agreed approach emerges Agree on how each person involved in performances will contribute to stagecraft aspects of performances Ensure that equipment being used during performances supports stagecraft aspects of performances Anticipate problems that may arise and plan accordingly If possible, organise performances to be recorded for later evaluation
2. Lead a group during performances
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8
Collaborate with appropriate personnel during performance set-up to ensure that stagecraft aspects of performances will run as planned Run through planned stagecraft aspects of performances in rehearsals as required Conduct a pre-performance check with group members to ensure that they are ready to perform as planned Organise any last-minute changes to stagecraft aspects of the performance in a way that causes least disruption to the performance Perform own role confidently, including introductions, segues and concluding remarks as required Respond flexibly to the unexpected on stage or front of house, to maintain the flow and integrity of performances Interact cooperatively with other performers on stage and ensure that their work is appropriately acknowledged Communicate effectively with audiences before, between and after performances View or listen to recordings of performances to assess strengths and weaknesses in relation to stagecraft Seek feedback from appropriate personnel and incorporate their feedback into continuous improvement strategies
3. Evaluate stagecraft aspects of performances
3.1 3.2
Required skills
communication and teamwork skills sufficient to: provide leadership to performers in relation to stagecraft aspects of performances work creatively with individual differences work constructively with group dynamics identify and deal positively and constructively with conflict initiative, enterprise and creativity in the context of: contributing innovative and creative ideas to the design of stagecraft aspects of responding effectively to the unexpected during live performances taking venue and style of show into account when performing engaging with audiences in ways that entertain and enhance people's overall planning and organisational skills sufficient to: plan stagecraft aspects of performances plan for contingencies ensure that all stagecraft requirements are in place in a timely fashion self-management skills in the context of: observing protocols appropriate to the genre, style and context of performance maintaining an appropriate standard of stage presentation relevant to the area of
performances
experience
specialisation
applying relevant OHS principles to work practice Required knowledge

sound knowledge of: range of genres and their musical forms and conventions in performance solo or group performance protocols and customs how aspects of stagecraft can be used to enhance performances roles and responsibilities of creative and technical personnel involved in stage capabilities of sound, lighting and staging equipment in relation to stagecraft aspects principles of team leadership issues and challenges that arise in the context of providing leadership in relation to
performances
of performances
stagecraft aspects of performances
OHS practices, procedures and standards as they apply to performing in a range of environments
performer ensemble member presenter musical director stage director stage manager production manager production supervisor sound engineer technical crew designer: sound lighting costume make-up and hair special effects client marketing and promotions personnel artist's agent conductor tutor mentor.
musical works from a range of genres and styles,
including: cover songs original compositions electronic dance music solo and ensemble pieces improvised pieces commentary by: performer master of ceremonies (MC) media presenter.
Aspects of stagecraft may include:
interaction with audiences positioning of performers on stage make-up and hair posture dress movement interaction with other performers interaction with presenters facial expressions acting dancing way of holding instruments or equipment, such as microphones effective use of performance space and props lighting sound special effects.

work collaboratively on the planning of stagecraft aspects confidently perform own role in relation to stagecraft implement stagecraft aspects of performances as communicate effectively with audiences.
of performances
aspects of performances planned

access to relevant instruments and equipment opportunities to perform before an audience use of culturally appropriate processes, and techniques

observation of rehearsals or performances where the video and/or audio recordings of performances or practice
candidate is responsible for stagecraft aspects
sessions where the candidate is responsible for stagecraft aspects self-evaluation sheets written or oral questioning to test knowledge as listed in the required knowledge section of this unit samples of plans prepared by the candidate to document stagecraft aspects of performances case studies, scenarios and interviews as a basis to discuss issues and challenges that arise in the context of planning stagecraft aspects of performances and providing leadership to others in relation to stagecraft.
CUSMPF501A Prepare a program for performance CUSMPF502A Incorporate interactive technology into CUSMPF601A Present a music performance.
performance
CUS09 Music (Version 1.1) CUSMPF603A Refine performance techniques and expand repertoire
CUSMPF603A
Unit Descriptor
Refine performance techniques and expand repertoire

This unit describes the performance outcomes, skills and knowledge required to expand repertoire and present an extended professional performance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit builds on CUSMPF506A Develop technical skills and expand repertoire, and can apply to refining skills on either a first or second instrument. A higher level of competence in areas such as performance preparation, craft skills and musicianship is required of musicians as they seek regular professional performance opportunities, either on a contract basis or as employees of orchestras. They are expected to show a real commitment to improving their skills and to expanding their repertoire in ways that allow them to demonstrate higher levels of technical and expressive skills. A willingness to act on feedback from colleagues and mentors is also essential.
Unit Sector
No sector assigned
ELEMENT 1. Use personal practice time to refine skills
In consultation with appropriate personnel , identify strengths and weaknesses in own performance skills Develop a practice plan and strategies that incorporate realistic goals as a basis for refining performance technique Identify repertoire that will help achieve technical and expressive development goals and incorporate them into practice plan Ensure that practice routine makes best use of resources Use private practice to continuously develop technical control of chosen instrument to enhance musical expression and refine individual style Experiment with and exploit repertoire and exercises to continuously refine technical accuracy Listen critically to own performance to assess technical strengths and weaknesses and adjust practice regime accordingly Ensure that practice is undertaken with due consideration to personal health and safety
2. Plan repertoire to meet performance goals
2.1 2.2 2.3 2.4
Research new repertoire to identify pieces or works that advance performance scope and skills Use opportunities to trial new work for peers and/or mentors and incorporate their critical feedback into private practice Practise a range of pieces or works that focus on identified areas of technical development Include new pieces from a range of repertoire for listening and private practice to identify options for repertoire development Use control of the chosen instrument to interpret music convincingly and realise the expressive qualities of the instrument in performance Consistently and reliably demonstrate control of sound production across the range of repertoire for the selected musical style Continually extend physical coordination and control over the instrument to produce a highly accomplished standard of performance Listen to own work critically to produce accurate intonation and tone colour across the dynamic range of the instrument Undertake appropriate psychological and physical warm-up and warm-down activities to enhance short and long-term performance outcomes Interpret music from memory, improvisation or reading from charts or musical notation as required Perform a range of instrumental techniques in a fluent and confident manner to a professional performance standard Control intonation, rhythm, tempi, expression, phrasing and nuance to a professional performance standard appropriate to the repertoire and musical style Perform in a variety of instrumental and/or vocal combinations, including works in solo and group performances Maintain stage fitness to ensure a professional technical standard in performance View or listen to recordings of own performance to analyse technical and expressive aspects of own performance Note areas for improvement and take action accordingly Seek feedback on performances from appropriate personnel and incorporate their feedback into own continuous improvement strategies
3. Use technical skills to convey interpretive and expressive qualities in performance
3.1 3.2 3.3 3.4
4. Present a professional performance program to an audience
4.1 4.2 4.3 4.4 4.5 4.6
5. Evaluate technical skills in performance
5.1 5.2 5.3
Required skills
communication, teamwork and organisational skills sufficient to: interpret music appropriately for performance respond appropriately to constructive feedback on own performance self-management and planning skills sufficient to: plan own practice time set professional development goals identify areas of weakness and plan practice accordingly investigate repertoire to contribute to the scope of programming and to continuously
develop excellence in performance listening skills sufficient to: monitor and adjust intonation as required recognise intervals, chords, scales and chord progressions in selected area of specialisation use appropriate sound and tone production for instrument or voice produce a controlled sound with variations in tone as required apply acoustic principles to own performance initiative and enterprise skills in the context of: producing sounds in a range of ways appropriate to selected musical style and repertoire developing an increased awareness of the subtleties and variations of tone colour available on chosen instrument and their use in performance adapting repertoire to own performance in area of specialisation learning skills in the context of: improving music performance skills and expression through practice expanding repertoire using appropriate repertoire for technical development technical and problem-solving skills sufficient to: use a range of instrumental techniques on a first or second instrument tune instrument to achieve intonation play an extensive range of scales, rhythms or chord patterns in selected area of specialisation produce planned sound consistently across a wide dynamic range
discriminate and adjust pitch to produce the required sound Required knowledge acoustic principles relevant to selected area of specialisation instrument parts, applications, range, capabilities, care and maintenance repertoire relevant to the selected area of specialisation issues and challenges that arise in the context of refining performance technique and expanding repertoire OHS principles relevant to particular performance contexts, such as: legislation policies and best practice hearing protection protection of body against overuse injury safe lifting practices

performance anxiety
musical director performer mentor teacher coach tutor conductor producer agent sound engineer.

Technique may include:
vocal and instrumental sound production physical dexterity and coordination improvising playing an extensive range of pieces that require work on different areas of technical development in area of specialisation playing an extensive range of rhythms and rhythm patterns playing an extensive range of chords and chord patterns controlling rhythms, including syncopation, rhythmic contrast and simultaneous cross rhythms controlling tone colour across a wide dynamic range phrasing and shaping performance in style and nuance controlling dynamics controlling performance at the required speed integrating a range of elements in performance.
complex pieces composed for the selected instrument complex pieces or works specially arranged for the diverse range of solo and ensemble pieces of varying improvised pieces a full performance program works from a range of genres and styles.
instrument in area of specialisation levels of complexity and difficulty
performance space instruments and equipment time.
acoustic or electronic voice stringed keyboards wind tuned and untuned percussion brass plucked.
Exercises may be aimed at developing:
ability to play a wide range of scales, triads, arpeggios, varied tone colour bowing techniques to achieve good phrasing and a range
chords or rhythms
of articulation options embouchure to achieve good tone production across the range and special techniques fingering patterns to achieve required phrasing, articulation and dynamics posture appropriate to good sound production and OHS principles hand and/or foot patterns plucking and picking patterns drumming expertise with mallets and beaters pedalling techniques microphone techniques. rhythms tone colour pitch and register dynamics phrasing.
Technical accuracy may relate to:
Health and safety considerations may include:

confidently present at least two performance programs of
a professional standard on the selected instrument in area of specialisation use aural discrimination to monitor and adjust own performance to achieve the required sound plan and monitor progress in own skill development expand repertoire in area of specialisation respond positively to constructive feedback on own performance.

access to relevant instrument and equipment opportunities to present performance programs before an access to suitable acoustic space use of culturally appropriate processes, and techniques
audience
appropriate to the language and literacy capacity of learners and the work being performed opportunities to demonstrate improvement in technical skills and expansion of repertoire.

observation of practice or performances process diary detailing practice planning, goals and written or oral questioning on technical development written or oral questioning to test knowledge as listed in video and/or audio recordings of performances or practice self-evaluation sheets samples of work plans for private practice sessions, case studies and scenarios as a basis to discuss issues
strategies
strategies, planning and career goals
the required knowledge section of this unit sessions
including monitoring progress against goals
associated with refining performance technique and expanding repertoire.
CUSMPF501A Prepare a program for performance CUSMPF503A Perform accompaniment CUSMPF508A Provide musical leadership in CUSMPF601A Present a music performance CUSMPF602A Manage stagecraft aspects of CUSMPF604A Extend improvisation techniques.
performance
performances
CUS09 Music (Version 1.1) CUSMPF604A Extend improvisation techniques
CUSMPF604A
Unit Descriptor
Extend improvisation techniques

This unit describes the performance outcomes, skills and knowledge required to develop high-level improvisation skills. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Superior improvisation skills are required by musicians in a range of musical genres and traditions, for example, jazz, blues, classical, folk and rock. Aural awareness and a thorough grounding in the practice of the chosen genre or musical tradition are required so that musicians are in a position to respond intuitively to musical elements as they seek to vary them spontaneously during performances. The key to successful improvisation is the confidence to make musical decisions on the fly, to understand that improvisation is about spontaneous composition or variation, about performing music that is composed or varied 'in the moment' in response to musical stimuli.
Unit Sector
No sector assigned
In consultation with appropriate personnel , listen to recordings of own improvisations in the context of setting professional development goals Discuss factors that contribute to excellence in improvisation and incorporate them into professional development goals as appropriate Listen to the work of master improvisers and consider techniques that could be applied to own practice Establish criteria for monitoring and evaluating the success of own skill development Develop a practice plan that incorporates realistic goals as a basis for refining improvisation techniques Identify repertoire that will help achieve technical and expressive development goals and incorporate them into practice plan Experiment with and exploit repertoire to continuously refine improvisation techniques in both solo and group contexts Develop confidence in own ability to create 'in the moment' responses to musical stimuli Listen critically to own performance to assess strengths and weaknesses and adjust practice regime accordingly Ensure that practice is undertaken with due consideration to personal health and safety
2.1 2.2 2.3 2.4
3. Perform improvisation before an audience
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9
Support and enhance the contribution of others to achieve best performance outcomes Make improvisation sensitive to the needs of other performers to stimulate the whole ensemble Respond accurately to starting cues when performing solo improvisation Sustain musical impetus in improvisation through dynamic use of musical elements Maintain stylistic cohesion in the realisation of harmony, melody, and/or rhythm and musical expression Listen carefully to other performers, respond aurally to their work and adjust own performance appropriately Provide a clear cue to the ensemble to finish the solo section as required Ensure that the duration of solo improvisations accord with the custom and practice of the group and/or musical style Acknowledge applause according to the custom and practice of the group and/or musical style View or listen to recordings of own performance to analyse technical and expressive aspects of own performance Evaluate level of improvement in own improvisation techniques against agreed criteria Seek feedback on performances from appropriate personnel and incorporate their feedback into own continuous improvement strategies
4.1 4.2 4.3
Required skills
communication, listening and teamwork skills in the context of: responding appropriately to aural and written cues using aural imagination to develop and embellish themes in performance working collaboratively with other members of an ensemble responding appropriately to constructive feedback on own performance technical skills in the context of: rhythmically developing solos using a range of improvisation techniques and styles in area of specialisation playing improvised solos that contain advanced harmonic, structural, melodic and initiative and creativity in the context of: demonstrating originality and innovative approaches in improvisation developing musical themes and melodic motifs listening critically to continuously evaluate and adjust the musical work phrasing and shaping music appropriately understanding and expressing appropriate musical nuance applying appropriate styles or interpretation working creatively with individual differences responding appropriately to the unexpected in a live performance situation self-management and learning skills in the context of: setting professional development goals monitoring and evaluating own improvisations improving performance through experimentation and practice applying techniques to create forward motion
rhythmic concepts
responding appropriately to the pressures of performing live Required knowledge

music knowledge, including: well-developed understanding of chosen styles and genres and their musical forms historical conventions in relation to improvisation chord schemes, rhythmic patterns and rhythmic conventions as they apply to
and conventions for improvisation
improvisation musical and performance protocols issues and challenges that arise in the context of performing improvisations OHS principles relevant to particular performance contexts, such as: legislation policies and best practice hearing protection protection of body against overuse injury safe lifting practices performance anxiety
mentor coach peer ensemble member musical director conductor.
concept that improvisation is spontaneous composition or ability to react to stimuli immediately to changes needed
variation, a creative discovery
to the music ability to focus in the moment confidence level audience response whether improvisation is a solo or group performance musical style.
applying advanced harmonic knowledge to improvised playing arpeggios on chord sequences containing using appropriate note placement for the harmonic applying advanced chord substitution in an improvised
solos
extended chord structures
structure of advanced chord sequences
solo creating forward motion targeting upper extensions in an improvised solo vocal and instrumental sound production physical dexterity and coordination playing an extensive range of rhythms and rhythm patterns controlling rhythms, including syncopation, rhythmic contrast and simultaneous cross rhythms controlling tone colour across a wide dynamic range phrasing and shaping performance in style and nuance controlling dynamics controlling performance at the required speed integrating a range of elements in performance.
development of advanced harmonic, melodic and
rhythmic concepts increased range of improvisation techniques used increased level of confidence in performing improvisation audience response increased positive feedback from mentors and ensemble members.
complex pieces composed for the selected instrument complex pieces or works specially arranged for the diverse range of solo and ensemble pieces of varying works from a range of genres and styles.
instrument in area of specialisation levels of complexity and difficulty
Cues may include:

confidently perform improvisations using a range of plan and monitor progress in own skill development demonstrate an advanced level of musical decision respond positively to constructive feedback on own collaborate effectively with other members of a
advanced techniques
making in an improvised context performance
performance ensemble.

access to relevant instruments and equipment performance opportunities as part of an ensemble appropriate venue with adequate space and acoustic an audience use of culturally appropriate processes, and techniques
qualities

observation of performance where the candidate is written or oral questioning to test knowledge as listed in process diary detailing practice planning, goals and
performing an improvisation
strategies written or oral questioning on technical development strategies, planning and career goals relevant samples of artistic work with candidate's evaluation authenticated details of relevant artistic and/or commercial achievements video or audio recordings of performance or practice sessions where the candidate is performing an improvisation case studies and scenarios as a basis for discussing issues about refining improvisation techniques.
CUSMLT601A Analyse music CUSMLT602A Analyse harmony CUSMPF602A Manage stagecraft aspects of CUSMPF603A Refine performance techniques and
performances
expand repertoire.
CUS09 Music (Version 1.1) CUSMPF605A Develop advanced vocal techniques
CUSMPF605A
Unit Descriptor
Develop advanced vocal techniques

This unit describes the performance outcomes, skills and knowledge required to perform as a vocalist at an advanced level. Vocalists at this level are expected to show a real commitment to improving their skills and expanding their repertoire in ways that allow them to demonstrate higher levels of technical and expressive skills. A willingness to act on feedback from colleagues and mentors is also essential. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit builds on CUSMPF407A Develop vocal techniques. A higher level of competence in areas such as performance preparation and vocal techniques is required of singers as they seek regular professional performance opportunities.
No sector assigned
Unit Sector
ELEMENT 1. Use personal practice time to refine skills
In consultation with appropriate personnel , identify strengths and weaknesses in own performance skills Develop a practice plan and strategies that incorporate realistic goals as a basis for refining performance technique Identify repertoire that will help achieve technical and expressive development goals and incorporate them into practice plan Ensure that practice routine makes best use of resources Use private practice to continuously develop technical control of voice to enhance musical expression and refine individual style Experiment with and exploit repertoire and exercises to continuously refine technical accuracy Listen critically to own performance to assess technical strengths and weaknesses and adjust practice regime accordingly Ensure that practice is undertaken with due consideration to personal health and safety Research new repertoire to identify pieces or works that advance performance scope and skills Use opportunities to trial new work for peers and/or mentors and incorporate their critical feedback into private practice Practise a range of pieces or works that focus on identified areas of technical development Include new pieces from a range of repertoire for listening and private practice to identify options for repertoire development
2. Plan repertoire to meet performance goals
2.1 2.2 2.3 2.4
3. Use technical skills to convey interpretive and expressive qualities in performance
3.1 3.2 3.3 3.4
Enhance the performance and emotional content of songs through creative use of vocal articulation and tone colours Consistently and reliably demonstrate control of sound production across the range of repertoire for the selected musical style Continually extend physical coordination and control over the voice to produce a highly accomplished standard of performance Listen to own work critically to produce accurate intonation and tone colour across the dynamic range of the instrument Write a program for the performance Undertake appropriate psychological and vocal warm-up and warm-down activities to enhance short and long-term performance outcomes Interpret songs from memory, improvisation or reading from charts or musical notation as required Count in a band as required Perform a range of songs in a fluent and confident manner to a professional performance standard Use vibrato for a variety of musical effects as required Control intonation, rhythm, tempi, expression, phrasing and nuance to a professional performance standard appropriate to the repertoire and musical style Recover errors in performance with minimum disruption to performance and audience experience Maintain stage fitness to ensure a professional technical standard in performance View or listen to recordings of own performance to analyse technical and expressive aspects of own performance Note areas for improvement and take action accordingly Seek feedback on performances from appropriate personnel and incorporate their feedback into own continuous improvement strategies
4. Present a professional performance program to an audience
4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9
5. Evaluate technical skills in performance
5.1 5.2 5.3
Required skills
communication, teamwork and organisational skills sufficient to: interpret music appropriately for performance respond appropriately to constructive feedback on own performance self-management and planning skills sufficient to: plan own practice time set professional development goals identify areas of weakness and plan practice accordingly investigate repertoire to contribute to the scope of programming and to continuously
develop excellence in performance listening skills sufficient to: monitor and adjust intonation as required develop a strong level of relative pitch use appropriate sound and tone production produce a controlled sound with variations in tone as required initiative and enterprise skills in the context of: producing sounds in a range of ways appropriate to selected musical style and repertoire developing an increased awareness of the subtleties and variations of tone colour and their use in performance adapting repertoire to own performance in area of specialisation responding appropriately to the unexpected during performances learning skills in the context of: improving vocal techniques and expression through practice expanding repertoire using appropriate repertoire for technical development technical skills sufficient to: use a range of vocal techniques produce planned sound consistently across a wide dynamic range
well-developed understanding of: industry and musical terminology human anatomy and physiology as they relate to the physical process of singing qualities of vocal production belonging to each register (head, chest and falsetto) techniques for caring for the voice repertoire relevant to area of specialisation issues and challenges that arise in the context of refining vocal techniques and OHS principles as they apply to singing: relevant legislation preventative practice against damage to the voice correct posture
performing before an audience
performance anxiety
musical director performer mentor teacher coach tutor conductor producer agent sound engineer.
breathing messa di voce articulation, including: tremolo vibrato legato staccato accents doit gliss fall-off plop ghost note growl rip bend control of dynamics rapid figurations posture projection.
songs and tunes for solo performance choral pieces acapella pieces improvisations on rhythmic, harmonic or melodic structures own original work.
performance space instruments and equipment time. scales arpeggios breathing exercises to achieve good breath control and exercises for developing techniques, such as: negotiating one's way inaudibly through register breaks modifying vowels at higher pitches making informed choices about using glottal stops and
tone colour
diphthongs embellishing a melody improvising, e.g. scat singing producing a constant tone on all vowels comfortably singing wide intervals correcting vocal faults.

Technical accuracy may relate to:
memorising repertoire, including: melody lyrics keys and harmonic features, including chord guide tones arpeggios
progressions
singing with a constant pure tone on all vowels fluent performance of a variety of scat syllables which are
appropriate to the repertoire and reflect the singer's personality and style consistent vocal techniques in all registers performing appropriate vowel modification in relation to diphthongs performing jazz articulation rhythms tone colour pitch and register dynamics phrasing.
duration to avoid fatigue hearing protection protection of body against overuse injury safe lifting techniques strategies to overcome performance anxiety, such as: focussing on a single element or action at a time relaxation techniques focussing on patterns rather than individual notes warm-up routines.
Factors to be considered when writing programs may include:
keys styles and tempos of songs musical performance devices, such as: turnarounds vamps playoffs. mind to muscle: meditation imagery/conscious visualisation affirmations stretching deep breathing light aerobic exercises.
Psychological activities may include relaxation techniques, such as:

confidently present at least two performance programs of
songs to a professional standard do thorough vocal warm-ups and warm-downs perform a 20-second messa di voce plan and monitor progress in own skill development respond positively to constructive feedback on own performance.

opportunities to present performance programs before an access to suitable acoustic space use of culturally appropriate processes, and techniques
audience
appropriate to the language and literacy capacity of learners and the work being performed opportunities to demonstrate improvement in vocal techniques.

observation of practice or performance sessions where written or oral questioning on technical development
the candidate is singing
strategies, planning and goals with respect to refinement of vocal techniques video and/or audio recordings of performances or practice sessions where the candidate is singing self-evaluation sheets written or oral questioning to test knowledge as listed in the required knowledge section of this unit samples of work plans for private practice sessions case studies and scenarios as a basis to discuss issues and challenges that arise in the context of refining vocal techniques and performing before an audience.
CUSMPF501A Prepare a program for performance CUSMPF601A Present a music performance CUSMPF602A Manage stagecraft aspects of CUSMPF604A Extend improvisation techniques.
performances
CUS09 Music (Version 1.1) CUSMPF606A Conduct musical performances
CUSMPF606A
Unit Descriptor
Conduct musical performances

This unit describes the performance outcomes, skills and knowledge required to conduct musical performances. In this unit high-level musical skills are required, along with a sound knowledge of the range and capability of instruments being used in performances. Strong interpersonal communication skills are essential, as is the ability to read and sometimes memorise orchestral and vocal scores. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Orchestral, chamber ensemble and musical theatre conductors apply the skills and knowledge described in this unit. They are responsible for communicating the overall style and intent of works they conduct to performers and to audiences.
No sector assigned
Unit Sector
ELEMENT 1. Prepare for performances
1.5 1.6 2. Observe protocols during performances 2.1 2.2 2.3 2.4 2.5 2.6 2.7
Arrive punctually and check that equipment, instruments and accessories are at hand Foster group cohesion by communicating calmly and supportively with performers during warm-up Communicate last minute contingency measures calmly where required and anticipate consequences Ensure that warm-up is appropriately brief and balanced, with minimal revision, to assist self and performers to prepare for the performance psychologically, physically and artistically Where possible ensure that the warm-up venue is conducive to a positive outcome Apply listening skills to ensure that individual and collective tuning of instruments is accurate Dress appropriately for the performance occasion Acknowledge the concertmaster according to stage protocol On arrival at the podium acknowledge the audience with a bow Observe performers to ascertain and expedite performance readiness Observe audience for performance readiness and delay performance for a reasonable time as required Acknowledge performers at the conclusion of performances or at other appropriate times Acknowledge final applause with a bow or other appropriate response
3. Interact with performers
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8
Make personal preparation and understanding of the score evident during performances Communicate musical leadership clearly to performers through demeanour and body language Maintain the engagement of all performers and direct energy to achieve performance excellence Ensure that overall acoustic balance of instrumental and/or electronic forces is consistent and appropriate Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence Monitor the body language of performers and ensemble members as a measure of their confidence in the conductor/director Respond quickly and effectively to performance variations and minimise the consequent effect of any disruption Maintain balance between the aspirations of different performers and their functions within the overall work Establish effective contact with audiences in line with performance context Control behaviour from the moment of entry to final exit in line with performance context Direct verbal communication to audience audibly as required to contribute to their overall understanding of works Achieve and sustain audience engagement throughout performances Maintain responses to audiences in an alert, sensitive and courteous manner In consultation with relevant personnel , evaluate performances against planned outcomes Assess own performance for its success in achieving the potential of musical works and performers Measure performance against previous performances to assess own development Assess performances for potential contribution they may make to future work Identify aspects of own performance that could be improved Respond to feedback constructively and apply to future work as appropriate
4. Interact with audiences
4.1 4.2 4.3 4.4 4.5
5.1 5.2 5.3 5.4 5.5 5.6
Required skills
communication and teamwork skills sufficient to: provide musical leadership and creative direction to performers and instrumentalists
during live performances work collaboratively with a wide range of people work creatively with individual differences work constructively with group dynamics observe cultural protocols appropriate to the genre or area of specialisation identify and deal positively and constructively with conflict initiative, enterprise and creativity in the context of: demonstrating originality and innovative approaches to the performance and interpretation of music for self and others extending musical boundaries for self and audience phrasing and shaping music appropriately understanding and expressing appropriate musical nuance leading musical performances appropriately for the context of venues, sound forces and perceived audience taste listening skills sufficient to: recognise intervals, chords, scales and chord progressions understand appropriate intonation, dynamics, phrasing, rhythm and expression to produce the required sound for self and others listen critically to the creative work of others to inform own work and the work of others listen critically to and adjust own creative work to achieve the required sound for self and others listen critically to continuously evaluate and adjust the performance of musical works planning and organisational skills sufficient to: work within timeframes to achieve planned outcomes demonstrate punctuality in all work commitments use time-management strategies to set priorities learning and self-management skills in the context of: evaluating, adjusting and developing own work in line with planned career directions and artistic aspirations discerning and listening to the advice of appropriate colleagues, experts and audience groups to adjust work in line with career direction using appropriate posture, dress and other performance protocols observing OHS requirements
technical skills in the context of reading musical scores Required knowledge

music knowledge in area of specialisation, including: interpreting music in performance improvisation conventions sight reading from charts or musical notation appropriate repertoire musical terminology musical genres and styles solo and group performance protocols capability and features of a range of musical instruments
issues and challenges that typically arise in the context of conducting musical techniques for moving the body and breathing to enhance musical performance of self
composition process
performances and others

instruments baton scores strings reeds mouth pieces sticks, mallets, brushes and beaters tuners, tuning forks and electronic tuners electronic equipment audio and video recordings sound reinforcement equipment, such as: microphones amplifiers mixers cabling lighting and lighting equipment special effects devices.
tuning instrument listening to adjust the sound in solo or group performance aural imagination to identify and develop interpretive
options pattern and sequence recognition and memory recognising music systems and practices chords and keys in tonal or other musical systems reproducing sequences from memory listening for balance in the overall sound.
Understanding the score may include:
cadence colour giving effective cues for entries heat dynamics phrasing structure tempo tone. repertoire instrument knowledge music analyses and research marking up music rooms musical forms, systems, practices and customs using written music notation to read and write music, such as: acoustic and electronic scores sheet music chord charts interpretation and/or writing of directions for: instrumentation voicing expression timbre attack pitch tempi dynamics sight reading improvisation shaping the performance of others.
characteristics of instruments facility with techniques to control and enhance music taking into account technical requirements of specific
making
instruments.
producer sound engineer performer stage manager music critic mentor composer musical director sound designer production manager manager promoter client.

conduct at least three musical performances provide musical leadership express musical vision through a range of musical forces motivate performers to achieve their best.

access to relevant instruments and equipment access to scores, charts or other written music resources access to ensemble performers access to performance venues and audiences use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

observation or video recordings of candidate conducting written or oral questioning to test knowledge as listed in
musical performances
the required knowledge section of this unit authenticated recordings of music performances where the candidate was the conductor case studies and scenarios as a basis for discussion about issues and challenges that arise in the context of conducting musical performances.
CUSIND501A Apply music knowledge and artistic CUSMPF607A Lead music rehearsals.
judgement
CUS09 Music (Version 1.1) CUSMPF607A Lead music rehearsals
CUSMPF607A
Unit Descriptor
Lead music rehearsals

This unit describes the performance outcomes, skills and knowledge required to direct performers in rehearsals. This leadership role includes motivating others to give their best in performance. This involves applying a range of musicianship skills, such as understanding the performance capabilities of instruments and providing solutions to performance problems that arise during rehearsals and performances. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Musical directors and resident conductors apply the skills and knowledge described in this unit. They are responsible for choosing repertoire, selecting musicians, overseeing the organisation of rehearsals and providing musical leadership during rehearsals.
No sector assigned
Unit Sector
ELEMENT 1. Develop musical direction skills
Critically research scores and performances with musical possibilities and outcomes in mind Explore approaches in a range of art forms for their potential to assist with developing own musical direction skills Participate in formal and informal learning experiences for own artistic and professional development Explore cultural contexts and contemporary issues for their potential effect on own work Plan work opportunities in line with career goals and artistic aspirations Evaluate own work critically for overall achievement and use the opinions of others judiciously Maintain a broad and current knowledge of the music industry through formal and informal means Discuss vision for programs and expected performance outcomes with relevant personnel Discuss and confirm casting with producers to ensure appropriate repertoire decisions Ensure that repertoire selected is appropriate to the skill level of performers and for the performance occasion Where possible, ensure that selected repertoire provides specific development possibilities for performers Ensure that advice and feedback are sought, evaluated and incorporated into selection of repertoire and overall program Communicate final musical vision positively and clearly to promoters, producers and performers
2. Prepare performance programs
2.1 2.2 2.3 2.4 2.5 2.6
3. Prepare to rehearse performance programs
3.1 3.2 3.3 3.4 3.5 3.6
Ensure that resources required for rehearsals are obtained and available in a timely fashion Plan specific techniques to assist communication with performers and ensure optimum learning of the program Assess musical and technical aspects of the repertoire to determine how they might affect rehearsals Prepare repertoire to ensure that the performance shape and vision can be achieved with the performers within the allocated rehearsal time Consider the possibilities of the musical style and the potential for drawing out the music's expressive qualities in own preparation for conducting Plan strategies to meet potential technical and artistic challenges while ensuring efficient use of rehearsal time Clearly communicate details of rehearsal content and standard of musical preparation required to relevant personnel, allowing sufficient time for preparation Clearly communicate details of responsibility for equipment, instruments and accessories and venue for each rehearsal to relevant personnel, allowing time for compliance Ensure that sufficient rehearsal time is allocated to the repertoire to achieve agreed outcomes Anticipate problems that might arise in relation to rehearsal schedule and plan accordingly Apply listening skills to ensure that individual and collective tuning is accurate Use body effectively to give clear directions for structure, beat, entry cues, dynamics, colour and expression Recogniseand work with the collective and individual skills of performers Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence Communicate criticism of performers' work in a balanced and supportive manner Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of rehearsal processes Document the outcome of debriefing sessions according to enterprise procedures Reflect on own performance as rehearsal leader and note areas for improvement Respond appropriately to peer feedback on quality of rehearsal performances and processes
4. Finalise rehearsal schedule
4.1 4.2
4.3 4.4 5. Direct rehearsals 5.1 5.2 5.3 5.4 5.5 6. Evaluate rehearsals 6.1 6.2 6.3 6.4
Required skills
communication and teamwork skills sufficient to: provide musical leadership and creative direction to performers and instrumentalists
during rehearsals work collaboratively with a wide range of people work creatively with individual differences work constructively with group dynamics observe cultural protocols appropriate to the genre or area of specialisation identify and deal positively and constructively with conflict initiative, ent e rprise and creativity in the context of: matching repertoire to target audience demonstrating originality and innovative approaches to the performance and interpretation of music for self and others extending musical boundaries for self and audience phrasing and shaping music appropriately understanding and expressing appropriate musical nuance leading musical performances appropriately for the context of venues, sound forces and perceived audience taste listening skills sufficient to: recognise intervals, chords, scales and chord progressions understand appropriate intonation, dynamics, phrasing, rhythm and expression to produce the required sound for self and others listen critically to the creative work of others to inform own work and the work of others listen critically to and adjust own creative work to achieve the required sound for self and others listen critically to continuously evaluate and adjust the performance of musical works planning and organisational skills sufficient to: clarify roles plan events and performance opportunities work within established budgets and timeframes to achieve planned outcomes match work commitments to best career outcomes plan practice to improve own technical facility in performance and directing music in area of specialisation demonstrate punctuality in all work commitments use time-management strategies to set priorities learning and self-management skills in the context of: locating and using resources to advance performance outcomes acquiring and using information appropriate to directing performances evaluating, adjusting and developing own work in line with planned career directions and artistic aspirations discerning and listening to the advice of appropriate colleagues, experts and audience groups to adjust work in line with career direction using appropriate posture, dress and other performance protocols observing OHS requirements technical skills sufficient to: read musical scores understand the capability of equipment and instruments in area of specialisation
investigate technology to enhance artistic or commercial outcomes in area of specialisation
Required knowledge
music knowledge in area of specialisation, including: interpreting music in performance improvisation conventions sight reading from charts or musical notation appropriate repertoire musical terminology musical genres and styles solo and group performance protocols composition process issues and challenges that typically arise in the context of preparing and leading music techniques for moving the body and breathing to enhance musical performance of self
rehearsals
and others

Developing musical direction skills may involve:
undertaking lessons with an appropriate tutor/mentor participating in professional development and other participating in relevant groups or associations listening critically to a wide range of live and recorded communicating with peers using physical and electronic contributing to and participating in festivals and
learning opportunities music
means
conferences being involved in a range of relevant music-making activities, including master classes. Learning may take place through:

mentoring coaching work experience shadowing structured or formal training listening to and evaluating the work of others continuing evaluation of own work peer and audience feedback.
producer sound engineer performer stage manager conductor music critic mentor composer musical director sound designer production manager manager promoter client.
equipment instruments and accessories rehearsal space scores rehearsal schedule contact details for performers and others involved in rehearsals documentation required by venue or producers.
instruments baton scores strings reeds mouth pieces sticks, mallets, brushes and beaters tuners, tuning forks and electronic tuners electronic equipment audio and video recordings sound reinforcement equipment, such as: microphones amplifiers mixers cabling lighting and lighting equipment special effects devices.

tuning instrument listening to adjust the sound in solo or group performance aural imagination to identify and develop interpretive
options pattern and sequence recognition and memory recognising music systems and practices chords and keys in tonal or other musical systems reproducing sequences from memory.
repertoire instrument knowledge music analyses and research marking up music rooms musical forms, systems, practices and customs using written music notation to read and write music, such as: acoustic and electronic scores sheet music chord charts interpretation and/or writing of directions for: instrumentation voicing expression timbre attack pitch tempi dynamics music writing, copying, arranging or editing sight reading improvisation shaping the performance of others making musical compositions available to be reproduced for performance.
Technicalskills may include:
applying the understanding of technical issues of facility with techniques to control and enhance music taking account of technical requirements of specific
instruments and voices making
instruments.

meet performance/production requirements when provide musical leadership in rehearsal on at least three
preparing for rehearsals
occasions apply high levels of music literacy and repertoire knowledge continuously improve performances through ongoing evaluation motivate others involved in performances to achieve their best.

access to: relevant instruments and equipment scores, charts or other written music resources participants, such as performers and technical crew appropriate performance venues with adequate space
and acoustic qualities use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

evaluation of rehearsal schedules and plans prepared by
the candidate observation or video recordings of music rehearsals led by the candidate written or oral questioning to test knowledge as listed in the required knowledge section of this unit authenticated recordings of music rehearsals where the candidate provided musical leadership case studies and scenarios as a basis for discussion about issues and challenges that arise in the context of preparing and leading music rehearsals.
CUSIND501A Apply music knowledge and artistic CUSMLT601A Analyse music CUSMPF606A Conduct musical performances.
judgement
CUS09 Music (Version 1.1) CUSOHS301A Follow occupational health and safety procedures
CUSOHS301A
Unit Descriptor
Follow occupational health and safety procedures

This unit describes the performance outcomes, skills and knowledge required to follow OHS policies and procedures in the entertainment and media industries. Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering a construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007). Achievement of the unit CPCCOHS1001A Work safely in the construction industry fulfils this requirement. The application of skills and knowledge specified in CPCCOHS1001A is covered in this unit. This unit contains employability skills.
All employees and contractors in the entertainment, events, and screen and media industries apply the skills and knowledge outlined in this unit. Compliance with OHS policies and procedures is essential in all work contexts, along with an understanding of the consequences of non-compliance.
No sector assigned
Unit Sector
ELEMENT
PERFORMANCE CRITERIA
1. Follow safe work practices 1.1 1.2 1.3 1.4 1.5 1.6 2. Maintain personal safety standards 2.1 2.2 2.3 2.4 2.5
Apply knowledge of safe work practices to complete work tasks in accordance with legislative requirements and codes of practice Adhere to safety plans, safety implementation reports and other documentation as required Use tools, equipment and materials according to enterprise procedures Complete work tasks with due regard to safety signs and symbols Comply with duty of care requirements Participate in OHS communication and reporting processes Use safety clothing and personal protective equipment (PPE) as required to ensure own safety and safety of others Undertake measures to prevent injury or impairment related to workplace activities Apply safe manual-handling techniques to avoid back strain and other injuries Contribute to keeping the work environment free of hazards Maintain currency of own knowledge of OHS workplace policies and procedures
3. Assess risks
3.1 3.2 3.3 3.4 3.5
Report hazards or OHS issues in the workplace to relevant personnel Apply knowledge of principles of risk management when taking action to minimise risk in line with own level of responsibility Follow workplace procedures for controlling risks Contribute to workplace OHS, hazard, accident and incident reports as required Report breaches of health, safety and security procedures promptly as required Report emergency or incident promptly to relevant personnel or authorities in line with general procedures for responding to incidents and emergencies Take action to deal with emergencies in line with own level of responsibility Seek assistance from colleagues and relevant authorities as required Practise and follow emergency and evacuation procedures as required.
4. Follow emergency procedures
4.1 4.2 4.3 4.4
Required skills
communication and teamwork skills sufficient to: clarify OHS legislative requirements discuss OHS issues and information enable clear and direct communication, using questioning to identify and confirm
requirements, share information, listen and understand relay information to others report hazards and risks use and interpret non-verbal communication, such as hand signals use language and concepts appropriate to cultural differences contribute effectively to formal and informal OHS meetings complete workplace documentation related to OHS procedures read and interpret material safety data sheets (MSDS) follow verbal and written instructions work collaboratively with others to keep the workplace safe and free of hazards comprehension skills to: explain the basic OHS legislative requirements applicable to own work explain the meaning of safety signs and symbols identify common hazards in specified area of work discuss the basic principles of risk management initiative and enterprise skills sufficient to: respond appropriately to an emergency use basic firefighting equipment dispose of waste material in a responsible manner planning and organisational skills in the context of completing work tasks in a logical order and ensuring that PPE is used appropriately learning skills in the context of maintaining currency of own knowledge of OHS policies and procedures
technical skills sufficient to access the internet to source information on OHS Required knowledge
applicable federal, state or territory OHS legislation, regulations, standards, codes of
practice and industry standards/guidance notes relevant to own work, role and responsibilities basic principles of risk management role of state or territory workplace safety authorities sources of information on OHS issues for the specified area of work, including: enterprise procedures manuals MSDS unions and employer associations Australian Safety and Compensation Council state or territory workplace safety authorities enterprise OHS policies and procedures and implications of breaching them, relating to: emergency response and evacuation first aid incident reporting responding to accidents OHS hierarchy of controls role of OHS committees and representatives
general workers' compensation and injury management requirements OHS responsibilities and rights of duty holders, including: designers employers inspectors manufacturers persons in control of work/projects self-employed persons supervisors suppliers workers own responsibilities to comply with safe work practices relating to: housekeeping identifying hazards preventing bullying or harassment smoking using amenities using drugs and alcohol using basic firefighting equipment basic first aid procedures industry terminology circumstances where a licence, ticket or certificate of competency is required common safety signage and symbols
workplace fire hazard minimisation PPE types of OHS information and documentation
duty of care
common hazards and major causes of workplace accidents in the specified area of work
Safe work practices include:
access to site amenities, such as drinking water and
toilets restrictions in relation to drugs and alcohol at work general requirements for safe use of plant and equipment general requirements for use of PPE and clothing housekeeping to ensure a clean, tidy and safe work area preventing bullying and harassment smoking in designated areas storage and removal of debris.
Legislative requirements may include:
provisions of federal, state and territory OHS and welfare guidelines and procedures administered by
Acts and regulations
statutory/regulatory authorities, e.g. state/territory OHS authorities responsible for issuing construction induction cards Australian standards construction industry OHS standards and guidelines duty of care health and safety representatives, committees and supervisors licences, tickets or certificates of competency national safety standards.
Codes of practice may include:
safety guidelines for the entertainment industry film industry recommended safety code national code of practice for induction training for film and television safety guidelines NSW child employment guidelines code of practice for the welfare of film animals.
construction work
Documentation includes:
accident and incident reports Acts and regulations Australian standards codes of practice construction documentation and plans emergency information contact evacuation plans guidance notes job safety analyses labels MSDS proformas for reporting hazards, incidents and injuries reports of near misses and dangerous occurrences production/performance risk assessment special performance condition notification safe work method statements safety meeting minutes site safety inspection reports.
Procedures may include guidelines for:
emergencies, such as fire and accidents using fire safety equipment accessing first aid treatment hazard identification and control using PPE and clothing safe sitting, lifting and handling security of documents, cash, equipment and people safe use of: audio and communication equipment chemicals and toxic substances electrical equipment hot works smoke and particle isolation use of MSDS safe construction of rigging and supports working at heights working in reduced lighting conditions working in confined spaces dealing with difficult customers access to: orchestra pit fly tower and grid.
Signs and symbols may include:
emergency information signs (e.g. exits, equipment and
first aid) fire signs (e.g. location of fire alarms and firefighting equipment) hazard signs (e.g. danger and warning) regulatory signs (e.g. prohibition, mandatory and limitation or restriction) safety tags and lockout (e.g. danger tags and out-of-service tags) facility or location signs site safety directional traffic and warning signs and symbols.
Duty of care requirements relate to:
legal responsibility under duty of care to do everything own responsibilities to comply with safe work practices,
reasonably practicable to protect others from harm
including activities that require licences, tickets or certificates of competency relevant federal and state OHS requirements, including those relating to: construction workers and supervisors designers employers inspectors manufacturers and suppliers persons in control of the work site subcontractors and self-employed persons.
OHS communication and reporting processes include:
discussions with OHS representatives OHS meetings OHS notices, newsletters, bulletins and correspondence OHS participative arrangements processes for raising OHS issues toolbox talks workplace consultation relating to OHS issues and changes. gloves safety harnesses hard hats aprons arm guards eye protection hearing protection high visibility retro reflective vests respiratory protection safety footwear protective clothing, including ultraviolet (UV) protective sunscreen well-fitting clothing. correct posture when playing an instrument ergonomic seating taking adequate rest breaks avoiding prolonged periods in front of a computer screen using plant and equipment guards in line with manufacturer specifications engineering control wearing PPE controlling noise/sound levels and length of exposure to high levels of noise avoiding eye strain stress management techniques correct handling of chemical and dangerous substances or equipment following the hierarchy of safety controls.
Personal protective equipment may include:
Measures may relate to:
Hazards may include:
noise electrical safety chemical spills paint fumes and spills gas smoke machines pyrotechnics aerotechnics animals on set execution of special effects, stunts or action sequences firearms and ammunition moving machinery and equipment manual handling trip, e.g. objects left in passageways protrusions sharp equipment overhanging beams falling objects unplanned collapse adverse weather and lighting conditions hot and cold work environments working at heights working in the dark working in confined spaces chemicals and toxic substances fire UV radiation traffic and mobile plant excavations, including trenches infectious diseases, including HIV. occupational overuse injury performance anxiety stress bullying and harassment.
OHS issues may include:
supervisor safety officer first aid officer OHS committee member OHS representative stage manager production manager technical director artist, musician and performer audio and sound engineer audio and sound technician/mixer camera crew lighting crew broadcaster broadcast technician and engineer director producer conductor program manager.
Principles of risk management include:
assessing risks involved consulting, reporting and ensuring the involvement of controlling hazards identifying hazards reviewing to identify change or improvement.
relevant workers
Emergencies may include:
fire: electrical chemical gas mechanical paper wood accident chemical spill injury to personnel structural collapse toxic and/or flammable vapour emission vehicle/mobile plant accident robbery bomb threat armed hold-up natural disaster equipment failure.
Incidents may include:
accidents resulting in personal injury or damage to near misses or dangerous occurrences which do not
property
cause injury but may pose an immediate and significant risk to persons or property, and need to be reported so that action can be taken to prevent recurrence, for example: breathing apparatus malfunctioning to the extent that the user's health is in danger collapse of the floor, wall or ceiling of a building being used as a workplace collapse or failure of an excavation more than 1.5 metres deep, including any shoring collapse or partial collapse of a building or structure collapse, overturning or failure of the load-bearing of scaffolding, lift, crane, hoist or mine-winding equipment damage to or malfunction of other major plant electric shock electrical short circuit, malfunction or explosion uncontrolled explosion, fire or escape of gas, hazardous substance or steam other unintended or uncontrolled incident or event arising from operations carried on at a workplace.
Authorities may include:
fire service police ambulance hospitals and medical community welfare OHS regulatory authority. basic emergency response evacuating notifying designated OHS personnel and authorities notifying emergency services referring to site emergency plans and documentation using fire safety equipment, such as: breathing apparatus fire blankets firefighting equipment.
General procedures for responding to incidents and emergencies include:
This unit of competency could be assessed in the workplace or a close simulation of the workplace environment, provided that simulated or project-based assessment techniques fully replicate workplace conditions, materials, activities, responsibilities and procedures. Evidence of the ability to:
comply with OHS regulations and federal, state or
territory legislation requirements for workplace operations, including duty of care comply with OHS communication processes, information and documentation procedures demonstrate an understanding of the role of OHS committees and representatives, the meaning of common safety signs and symbols, and procedures for reporting hazards, incidents and injuries communicate and work safely with others follow general procedures for responding to incidents and emergencies, including evacuation, first aid, fire safety equipment and PPE explain the consequences of non-compliance with OHS policies and procedures.
This unit of competency is to be assessed using standard and authorised work practices, safety requirements and environmental constraints. Assessment of essential underpinning knowledge will usually be conducted in an off-site context. Assessment is to comply with relevant regulatory or Australian standards' requirements. Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Resource implications for assessment include:
an induction procedure and requirement realistic tasks or simulated tasks covering the mandatory
task requirements relevant specifications and work instructions tools and equipment appropriate to applying safe work practices support materials appropriate to activity workplace instructions relating to safe work practices and addressing hazards and emergencies MSDS research resources, including industry-related systems information use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

direct observation of the candidate explaining workplace direct observation of the candidate demonstrating safe
safety or emergency procedures to others
work practices for particular job roles case studies and problem-solving exercises for emergency situations and particular safety issues written or oral questioning to assess knowledge of industry safety guidelines and legislation.
CUFIND301A Work effectively in the screen and media CUSIND301A Work effectively in the music industry CUSSOU303A Set up and disassemble audio equipment.
industries
CUS09 Music (Version 1.1) CUSPUR501A Establish and manage recording contracts
CUSPUR501A
Unit Descriptor
Establish and manage recording contracts

This unit describes the performance outcomes, skills and knowledge required to negotiate and enter into recording contracts and to monitor compliance with contract conditions. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Artist and repertoire (A&R) managers in record companies and artist managers typically apply the skills and knowledge described in this unit. They are responsible for negotiating the terms and conditions of contracts with artists to record their performances and for liaising with legal representatives to finalise contracts. A thorough understanding of the rights of all parties to recording contracts is essential.
No sector assigned
Unit Sector
ELEMENT 1. Maintain currency of knowledge of rights of parties to recording contracts
Access reliable sources of information about the rights of performers in recording deals Access reliable sources of information about the rights of parties entering into recording deals with performers Identify and participate in professional development activities to consolidate music business knowledge Participate in industry networks to maintain currency of music business knowledge Clarify terms and conditions of contract with all parties, ensuring all parties understand their contractual rights and obligations Ensure contract complies with relevant legislative and regulatory requirements Draft contract using specialist legal advice as required and distribute to all parties for comment Use effective negotiation techniques to resolve any issues to the satisfaction of all parties Adjust contract in light of advice received and reconfirm variations with all parties Seek agreement from all parties to sign contract Conduct final check on terms and conditions of contract with all parties to ensure their observance Ensure contract is signed, exchanged between all parties and appropriately stored and safeguarded Monitor performance against/observance of contractual terms and conditions by all parties Enforce compliance and provide recommendations for contractual variations as required Ensure changes to contracts are negotiated with and agreed to by all parties
2. Establish contracts
2.1 2.2 2.3 2.4 2.5 2.6
3. Finalise and monitor contracts
3.1 3.2 3.3 3.4 3.5
Required skills
research skills sufficient to access relevant contractual/legal information literacy skills sufficient to: draft and finalise contracts interpret contractual documentation numeracy skills sufficient to negotiate financial agreements communication skills sufficient to negotiate contractual terms and conditions planning and organisational skills sufficient to: develop strategies for achieving contractual outcomes monitor observance of contractual terms and conditions learning skills sufficient to maintain currency of knowledge of music business trends problem-solving skills sufficient to clarify and resolve contractual discrepancies and technical skills sufficient to: download contractual and legal information
variations
use standard word-processing software Required knowledge

common terminology, features and requirements of contractual arrangements relevant federal and state/territory legislation as it applies to recording contracts,
including: accuracy and clarity of information anti-discrimination, equal employment opportunity and affirmative action copyright and intellectual property industrial relations, including relevant awards and agreements OHS privacy and confidentiality terms and conditions of employment revenue structure of the performing/recording industry typical features and requirements of recording contracts
issues and challenges that typically arise in the context of establishing and managing recording contracts
Arts Law Centre of Australia Media Entertainment and Arts Alliance Musicians Union of Australia Australasian Performing Rights Association (APRA) Australasian Mechanical Copyright Owners Society (AMCOS) Australian Recording Industry Association (ARIA) Copyright Agency Limited (CAL) Australian Copyright Council Live Performance Australia Music Council of Australia.
Rights of performers may relate to:
obtaining performers' permission to record ownership of copyright in the recording, including joint
ownership of copyright moral rights right of attribution right against false attribution right of integrity.
Recording deals may include:
audio and audiovisual recordings: solo band or group 360 degree deals, including for example: live performances tour earnings recordings merchandise brand placement. record companies concert promoters tour companies.
Parties may include:
conferences master classes seminars symposiums training programs workshops.
Industry networks may include:
professional industry associations legal advisers advisory committees government agencies lobby groups unions.
royalties royalty splits advances overseas income allowances artistic control and restrictions, including: advertising approval of test pressing choice of producer and material to be recorded copyright ownership coupling and television compilations cover art packaging image and likeness editing, mixing, remixing and re-recording promotional goods and endorsements synchronisation uses pay or play provisions, such as: recording obligations release commitment (domestic/foreign) liquidated damages termination rights product commitment, such as: amount timetable for delivery suspension exclusivity injunctive relief promotional commitment and tour support terms and territory warranties and indemnities accounting bookkeeping recordkeeping credits enforcement of rights insurance jurisdiction obligation to exploit partnerships performance requirements sick leave unspecified amendments: evolving styles and genres of artists new and evolving technology new levels of success for artists unforeseen changes to recordings and performances superannuation.
Legislative and regulatory requirements may include:
anti-discrimination equal employment opportunity affirmative action industrial awards and agreements copyright and intellectual property OHS terms and conditions of employment.
Effective negotiation techniques may include:
adopting collaborative negotiating style assessing strengths and weaknesses of opposing clarifying purpose, content and desired outcomes communicating results to all parties within appropriate conducting negotiation in a professional manner ensuring final position is agreed and understood by all
positions and determining viable alternatives timeframes
parties identifying consequences of non-agreements maintaining contact with all parties managing conflict/disagreement between parties treating all parties courteously and in ways that acknowledge their contribution using effective questioning techniques: closed questions, allowing yes/no answers open questions, allowing range of responses reflective questions, provoking clarification.

establish and manage contracts monitor contractual compliance with legislative and
regulatory requirements work cooperatively with all parties to contracts.

access to: appropriate technology to obtain contractual and legal clients and financiers relevant legislative and regulatory material regarding use of culturally appropriate processes, and techniques
information
contractual arrangements

case studies to assess ability to interpret relevant federal, direct observation of candidate establishing and written or oral questioning to assess knowledge as listed problem-solving activities to assess ability to resolve
state and territory legislation managing contracts
in the required knowledge section of this unit contractual discrepancies and variations.
BSBPUR402B Negotiate contracts CUFCMP501A Manage and exploit copyright CUSMGT401A Manage distribution of music and CUSMGT404A Administer artists' royalty income CUSMGT502A Manage artists and their careers CUSMGT503A Develop artists and repertoire.
arrangements
associated products
CUS09 Music (Version 1.1) CUSSOU201A Assist with sound recordings
CUSSOU201A
Unit Descriptor
Assist with sound recordings

This unit describes the performance outcomes, skills and knowledge required to assist with sound recordings using a variety of recording equipment in a studio or live environment. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Studio assistants, audio stagehands, boom operators and others who assist supervising sound technicians to record sound, apply the skills and knowledge described in this unit. They could be working in a variety of creative arts industry sectors, including stage productions, music recording studios, television, radio, film, video or online environments. Under close supervision and guidance, they are responsible for assisting with setting up recording equipment, doing sound checks, monitoring the quality of recorded sound, labelling/logging recordings, and solving routine problems that occur during the recording. The advanced application of sound recording is covered in:
CUSSOU401A Record sound CUSSOU406A Record sound on location.
Unit Sector
No sector assigned
ELEMENT 1. Assist with prerecording checks
Clarify documentation and consumables for recording production with appropriate persons Connect sound equipment and accessories according to safety, technical and production requirements Refer faults and problems to appropriate persons
2. Contribute to recording operations
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8
Follow directions about the placement and movement of microphones and microphone accessories Assist with sound check to ensure levels and characteristics of recorded sound meet required standards Confirm signal-processing requirements with appropriate persons and make test recordings to ensure no audible defects are present Listen to sound recording for audible defects and extraneous background sound and communicate problems to appropriate persons Log recordings and ensure labelling is accurate, legible, current and within production requirements Disconnect sound equipment and accessories according to safety, technical and production requirements Communicate appropriately with other team members, performers or customers during the completion of tasks Clean work environment after use and restore to pre-recording condition
Required skills
literacy skills sufficient to: log and label recorded material note and report system faults and problems read and understand recording documentation numeracy skills sufficient to calculate duration and capacity of recording media communication skills sufficient to: liaise with sound production/recording personnel understand and follow instructions respond positively to constructive feedback on own performance learning skills sufficient to maintain currency of knowledge of recording equipment planning and organisational skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise problem-solving skills sufficient to identify and refer system faults and problems to
upgrades
sound-production personnel teamwork skills sufficient to work effectively with sound-production personnel technology skills sufficient to work with a variety of sound-recording equipment Required knowledge
basic principles and techniques of sound recording, including: audible defects in analogue and digital technologies identification/logging requirements operational principles of microphones, including microphone placement operational/technical limitations of recording mediums recording formats and technical standards signal-to-noise ratio, signal phase and audio level/headroom control
OHS principles of safe listening, including safeguards against hearing loss
Documentation may include:
cue sheets and track sheets dubbing charts equipment instructions OHS requirements organisational standards performers' requirements production schedule and set-up reports shot lists sound and audio reports storyboards technical manuals. audiotape compact discs (CDs) cue sheets and track sheets digital versatile discs (DVDs) masking tape, marker pens and labels memory cards mini discs (MDs). commercial print advertisement corporate video feature film and/or video filmed event and/or performance interactive digital media product internet production music recording and/or video promotional trailer radio broadcast short film and/or video television program training film and/or video voice-over.
Consumables may include:
Recording production may include:
Sound equipment and accessories may include:
amplifiers analogue to digital converters cables computer technology and associated software digital and analogue recording devices digital audio players headphones microphones and accessories mixing consoles and desks monitors and speakers signal processors and plug-ins. attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style. artists, musicians and performers audio and sound engineers audio and sound technicians dubbing machine operators broadcasters directors, producers and photographers post-production editors and mixers program managers sound designers and editors sound effects personnel video and sound recorders.
Production requirements may include:
Placement and movement of equipment may involve:
observing safety and technical requirements avoiding extraneous and unwanted noise, e.g. from with screen productions: avoiding shadows and reflections ensuring that equipment is not in frame aiming a boom microphone upwards or downwards placing microphones in more than one position to
cables
depending on the shot
capture the required sound perspective.
Microphones may include:
boundary (PZM) capacitor/condenser contact digital directional dual-element dynamic headset lapel low and/or high impedance microphone systems noise cancelling shotgun. boom poles cables clips connectors housing pop filters shock mounts stands windscreens. levels frequency response phase relationships signal-to-noise ratio. frequency response phase relationships signal-to-noise ratio level mono/stereo/5.1 surround sound spatial position and image balance tonal quality perspective acoustic dynamic range. amplitude (dynamic) signal processing noise processing spectrum signal processing time signal processing.
Microphone accessories may include:
Sound check may include checking:
Characteristics of recorded sound may include:
Signal processing may include:
Work environment may include:
dubbing theatre on location outside broadcast post-production studio recording studio sound stage.

apply OHS principles of safe listening to day-to-day work
activities use a range of industry-current sound equipment and accessories work cooperatively in a production environment. Assessment must ensure:
access to a range of work environments and productions access to industry-current sound equipment and use of culturally appropriate processes, and techniques
where sound is recorded accessories

case studies to assess candidate's ability to apply OHS
principles of safe listening to day-to-day work activities evaluation of a range of live, acoustic and/or sequenced recordings in which candidate assisted a sound technician or engineer observation of the candidate assisting with sound recordings written or oral questioning to test knowledge of basic principles and techniques of sound recording.
CUFIND201A Develop and apply creative arts industry CUFSOU204A Perform basic sound editing CUSMLT201A Develop and apply musical ideas and CUSSOU202A Mix sound in a broadcasting environment.
knowledge
listening skills
CUS09 Music (Version 1.1) CUSSOU202A Mix sound in a broadcasting environment
CUSSOU202A
Unit Descriptor
Mix sound in a broadcasting environment

This unit describes the performance outcomes, skills and knowledge required to operate a broadcast studio panel. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Panel operators at community broadcasting stations typically apply the skills and knowledge described in this unit. They are responsible for ensuring that all audio inputs are mixed smoothly in line with program requirements. They work closely with presenters and studio guests, providing them with cues prior to opening microphones. More complex skills associated with the dual tasks of presenting information on air and operating a studio panel are covered in:
CUFAIR301A Present radio programs.
Unit Sector
No sector assigned
ELEMENT 1. Prepare for broadcast
Check studio equipment is safe and operational and replace any non-functioning equipment in line with station procedures before broadcast commences Rectify simple technical faults and problems, referring those beyond one's own technical capability on to relevantpersonnel Confirm in advance that all prerecorded material is ready for broadcast Confirm that external sources required by the program are available from point of origin to studio panel desk Check that arrangements for recording and linking live sources meet production requirements Conduct sound check, and implement and document adjustments in line with station and production requirements Mix audio inputs through the studio panel to produce required sound level and tonal balances Execute sound cues according to production requirements Cue and play presentation material according to program schedule Brief and cue studio guests as required Deal with operational problems of equipment promptly and effectively throughout on-air sessions Follow technical operational instructions from relevant personnel during live talkback sessions as required Complete broadcast on time and hand over to next panel operator as required
2. Mix audio inputs on air
2.1 2.2 2.3 2.4 2.5 2.6 2.7
3. Complete operations after broadcast
3.1 3.2 3.3 3.4 3.5 3.6
Save relevant material for archiving and future use in line with station procedures Ensure surplus material is dealt with in line with station procedures Complete documentation required by the broadcasting station Check and clean equipment and work environment in line with station procedures Notify relevant personnel of equipment faults in line with station procedures Seek feedback from relevant personnel on own performance as a panel operator and note areas for improvement
Required skills
teamwork skills sufficient to work cooperatively with others in a broadcasting problem-solving skills sufficient to respond effectively to technical problems that arise in initiative and enterprise skills in the context of managing a range of audio inputs
environment
a live-to-air studio situation
smoothly and efficiently in a live broadcast situation self-management and planning skills sufficient to: wrap up technical aspects of a live broadcast or recording session within the allocated time prioritise work tasks meet deadlines seek expert assistance when problems arise literacy skills sufficient to read and complete routine workplace documentation numeracy skills sufficient to time presentation material to fit within the allocated program time aural-discrimination skills sufficient to ensure that audio levels are consistent throughout the program technical skills sufficient to: operate a basic broadcast studio panel
rectify simple technical faults that occur in a broadcast studio environment Required knowledge
industry knowledge, including: roles and responsibilities of personnel involved in the production process issues and challenges that arise in the context of operating a studio panel live-to-air radio conventions and terminology characteristics of sound in a broadcast studio environment basic understanding of the audio signal path from studio to listener issues and challenges that typically arise in the context of operating a studio panel in a
live-to-air situation
OHS requirements as they relate to the operations of a radio station, including safe noise levels
audio playback equipment CD players computer technology and associated software headphones microphones: condenser dynamic radio lavalier off-air monitors manual and automated studio panels turntables digital and analogue recording devices sequence samplers. producers presenters announcers program managers broadcasters station managers volunteer coordinators volunteers clients sales representatives performers studio guests other technical staff other specialist staff. documentaries drama programs commercials print advertisements sporting broadcasts news and current affairs music programs talkback programs live events and performances.
duration style content budget deadlines timelines location audience purpose contractual confidentiality intellectual property copyright schedule direct quotes attributions interviews in studio, telephone or prerecorded technical creative OHS. live voice in studio music prerecorded material cross to live broadcasts telephone talkback.
Audio inputs may include:
Presentation material may include:
music prerecorded material, such as: interviews announcements sound grabs intros and outros.
production schedules log sheets technical fault report sheets Australasian Performing Rights Association (APRA) log.

operate a basic broadcast studio panel on at least three operate the full range of audio inputs at the correct level
occasions
in line with production requirements integrate a number of different tasks simultaneously interact effectively with presenters and studio guests work cooperatively in a broadcast production environment.

access to a basic broadcast studio use of culturally appropriate processes, and techniques

observation or video recording of the candidate operating evaluation of authenticated audio recordings of
a studio panel
written or oral questioning to test industry knowledge and
broadcasts where the candidate was the panel operator characteristics of sound in a broadcast environment.
CUFIND201A Develop and apply creative arts industry CUFIND301A Work effectively in the screen and media CUSSOU201A Assist with sound recordings CUSSOU302A Record and mix a basic music demo.
knowledge industries
CUS09 Music (Version 1.1) CUSSOU301A Provide sound reinforcement
CUSSOU301A
Unit Descriptor
Provide sound reinforcement

This unit describes the performance outcomes, skills and knowledge required to operate sound reinforcement systems for live performances. The emphasis is on front-of-house speaker systems. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Sound reinforcement is about making live or prerecorded sounds louder and distributing the sound mix through a loudspeaker system to an audience. This work is undertaken by sound technicians who could be providing sound reinforcement for a range of productions in the live entertainment, events and broadcasting industries. Sound reinforcement systems can be as simple as a single microphone and PA system in a room to the very complex system required for live outdoor concerts with audiences in the tens of thousands. The latter situation requires a team of audio engineers and technicians. The work often involves long or irregular hours. The ability to work cooperatively as part of a production team is essential. Skills associated with setting up and testing audio equipment in venues are covered in:
CUSSOU303A Set up and disassemble audio equipment.
Unit Sector
No sector assigned
ELEMENT 1. Prepare for sound reinforcement operations
In consultation with relevant personnel confirm front-of-house sound reinforcement requirements, referring to production documentation as required Check that equipment has been correctly installed and tested Prepare for playback of prerecorded material as required Ensure that equipment anticipates the need for standby facilities Adjust the sound system to take account of venue acoustics and do final sound check Ensure that sound quality and balance meet artistic and technical requirements Monitor sound levels to ensure they do not exceed safe noise levels Promptly identify and rectify malfunctions with minimum disruption to sound quality Communicate appropriately with relevant personnel throughout the production
2. Monitor sound reinforcement operations
2.1 2.2 2.3 2.4
3. Complete work operations
3.1 3.2 3.3
Complete required documentation in line with enterprise procedures Assist with the disassembly of audio equipment as required Seek feedback from relevant personnel on own work performance and note areas for improvement
Required skills
communication, literacy and teamwork skills sufficient to: interpret and clarify written and verbal instructions make verbal fault reports to appropriate personnel interpret block diagrams of equipment and system set-ups read and interpret sound documentation read manufacturing specifications and installation manuals work effectively in a team environment critical-listening and aural-discrimination skills when operating sound reinforcement
systems in a range of venues initiative and enterprise skills in the context of dealing effectively with equipment malfunction in a live performance environment technical skills sufficient to: operate sound reinforcement systems test sound equipment in line with industry standards planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
problem-solving skills sufficient to identify typical faults that may occur in sound reinforcement systems Required knowledge
basic audio principles and practices, including: range of microphones and contexts in which they are used microphone characteristics, e.g. frequency response, sensitivity and polar patterns effect of microphone placement on quality of sound characteristics of sound in a range of environments signal-to-noise ratio, signal phase and audio level/headroom control audible defects in analogue and digital technologies features of mixers, amplifiers, speakers and effects racks basic principles of acoustics, including: frequency pitch amplitude loudness velocity wavelength delay sound absorption timbre sound envelope basic understanding of psychoacoustic principles, including: spatial hearing direct sound early sound reverberant sound room design techniques for aligning and testing audio equipment, including:
understanding electrical power (voltage, distribution, phasing, load and circuit breaking) knowledge of a range of sound equipment and associated operating principles (level, impedance, phase and frequency) testing and tagging electrical fittings in accordance with safety regulations issues and challenges that typically arise in the context of providing sound reinforcement OHS requirements, including: licensing requirements for persons performing high risk work safe manual-handling techniques working safely with electricity and hazardous substances principles of safe listening, such as safeguards against hearing loss
artists, musicians and performers sound engineers and technicians broadcasters clients directors producers program managers venue managers stage managers sound designers video and sound recorders. live music or theatre performance commercial print advertisement corporate video feature film and/or video filmed event and/or performance interactive media product internet production electronic game production radio broadcast television program.
house plans sound plans line diagrams installation schedules artistic requirements scripts musical scores dubbing sheets technical/equipment manuals enterprise operating procedures and standards stage plans sound plots design, director's and sound specifications production and venue requirements production schedules OHS requirements and instructions manufacturer specifications performers' requirements fault report sheets.
Checking may involve ensuring that:
amplification equipment has been connected in the loudspeakers are positioned to: produce optimum quality avoid feedback and other extraneous noise cables are: routed and secured safely visually unobtrusive leads and associated electricals are patched into the adequate resources are available in the event of
correct order
correct input and output sockets equipment breakdown.
multi-range speaker systems amplifiers playback equipment cables headphones microphones and accessories mixing consoles and desks monitors and speakers signal processors and plug-ins effects rack turntables.
Preparation for playback of prerecorded material may involve:
ensuring that playback machines are correctly referenced ensuring that technical and artistic requirements are met checking sound levels with relevant personnel ensuring that loudspeakers are close enough to relevant
and synchronisation protocols are compatible
personnel to avoid coloration and time delay.

provide a live sound mix for performances on at least
three occasions that demonstrates an understanding of room acoustics and the principles of sound reinforcement test equipment in line with production requirements work cooperatively in a team environment apply OHS procedures, particularly in relation to safe noise levels. Assessment must ensure:
access to a range of industry-current equipment as listed access to venues in which to install audio equipment use of culturally appropriate processes, and techniques
in the range statement

case studies and questioning to assess candidate's
understanding of OHS requirements observation and/or video recordings of the candidate testing and operating sound reinforcement systems written or oral questioning to test knowledge as listed in the required knowledge section of this unit.
CUESOU04C Mix live audio CUESOU11B Set up and operate stage monitor systems CUSOHS301A Follow occupational health and safety
procedures CUSSOU303A Set up and disassemble audio equipment.
CUS09 Music (Version 1.1) CUSSOU302A Record and mix a basic music demo
CUSSOU302A
Unit Descriptor
Record and mix a basic music demo

This unit describes the performance outcomes, skills and knowledge required to undertake the technical side of making a basic music demo. There are two stages to the process making a multi-track recording of the music performance and then mixing the recording down to a stereo format. An ability to work collaboratively with musicians is essential, together with an ability to troubleshoot equipment problems. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
The skills and knowledge described in this unit would typically be applied in a home-based studio equipped with a digital audio workstation (DAW). The unit complements CUSMPF304A Make a music demo, which covers the process of making a demo from the perspective of performers. More complex skills associated with mixing music are covered in:
CUSSOU405A Mix recorded music.
Unit Sector
No sector assigned
ELEMENT 1. Clarify music demo requirements
In consultation with relevant personnel confirm the purpose of the demo Contribute to the development of a recording plan that takes into account a range of factors as required Agree on method and format for final recording Position performers, musical instruments and equipment for optimum sound quality Check that equipment is installed and aligned correctly Ensure that microphones are operational at all times Route test signals to the correct signal path and check that level of test signal is correct Create a headphone mix for musicians Capture sound sources according to the agreed method Use appropriate panel controls to mix and balance sound sources to achieve required artistic effects Produce transitions between sounds that are technically accurate and produce the required effect Apply sonic effects and signal processing as required Ensure that monitoring levels meet current safety standards Ensure that the level of the composite signal is within technical limits and desired dynamic range
2. Record performers
2.1 2.2 2.3 2.4 2.5 2.6
3. Mix sound sources
3.1 3.2 3.3 3.4 3.5
4. Finalise music demo
4.1 4.2 4.3 4.4 4.5 4.6 4.7
Assess the mix on speakers appropriate to the particular end use Assess each track for correctness and quality and evaluate the mix in terms of meeting demo requirements Listen to final mix with relevant personnel and agree on changes required to improve the quality of the mix Incorporate final adjustments to the sound mix as required Produce a master in the agreed format and make a backup Keep documentation as required Clean work environment after use and restore to pre-use condition
Required skills
critical-listening and aural-discrimination skills literacy skills sufficient to: log and label tracks note and report faults and problems read and understand mixing documentation numeracy skills sufficient to calculate duration of tracks communication and teamwork skills sufficient to: liaise with sound-production personnel and performers understand and follow instructions planning and organisational skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise problem-solving skills sufficient to identify faults that may occur in audio-production learning skills in the context of acting on constructive feedback about own work
environments and refer problems to relevant personnel
performance technology skills sufficient to operate: a variety of mixing consoles signal-processing and effects devices Required knowledge
basic audio principles and practice, including: range of microphones and contexts in which they are used microphone characteristics, e.g. frequency response, sensitivity and polar patterns effect of microphone placement on quality of sound characteristics of sound in a range of environments signal-to-noise ratio, signal phase and audio level/headroom control audible defects in analogue and digital technologies features of mixers, amplifiers, speakers and effects racks signal distortion basic principles of acoustics, including: frequency pitch amplitude loudness velocity wavelength acoustical phase timbre sound envelope basic understanding of psychoacoustic principles, including: spatial hearing direct sound early sound reverberant sound room design characteristics of musical instruments in the context of recording and mixing
techniques for manipulating input signals and gaining structure through use of: equalisers filters compressors/expanders faders and auxiliaries effects devices issues and challenges that typically arise in the context of recording and mixing a basic music demo OHS requirements, including: safe manual-handling techniques working safely with electricity and hazardous substances principles of safe listening, such as safeguards against hearing loss
artists, musicians and performers audio and sound engineers broadcasters producers post-production personnel program managers camera operators. pitching a product at record labels pursuing work at live music venues getting work via live music or advertising agencies getting air play on media outlets accompanying a funding application uploading onto music and/or social networking websites developing media for band or solo artist websites supporting applications for study and/or remote auditions expanding a music portfolio documenting a music project or other creative body of work.
musical style contractual arrangements copyright budget timelines availability of personnel, including: musicians sound recordists sound mixers post-production personnel promotional materials distribution strategies recording location, including: live music venue recording studio private residence rehearsal requirements number of recording sessions required equipment requirements hire of equipment or venue instruments props costumes make-up. live to two-track stereo live multi-tracking multi-tracking with click combination live recording and prerecorded samples recording to analogue tape recording to hard disk or digital tape remixing existing music video using music production software for mixing and mastering.
Method may include:
Format may include:
compact disc (CD) audio file formats for upload and distribution within virtual
environments and/or onto relevant media players, such as: MP3 WAV AIFF audiotape video: digital (high resolution) digital (compressed for online environment) analogue.
digital audio workstation (DAW) with software, such as: Pro Tools Logic Cubase Ableton Live Reason Nuendo Garage Band Digital Performer Soundscape Sonic Studio hard disk recorders multi-track recorder stereo recorders microphones, such as: dynamic condenser lavalier shotgun directional radio microphone stands microphone accessories microphone windscreens headphones amplifiers speakers mixing console/desk, including: analogue digital digitally controlled analogue (hybrid) effects rack sequence sampler cables and connectors.
Sonic effects may include:
change in pitch change in speed echo pan fade in and fade out filter invert normalise repeat reverb modulation wahwah.
amplification compression noise processing spectrum signal processing equalisation time signal processing. pre-mix scripts mixing sheets track sheets cue sheets dubbing sheets queries notes manuals. dubbing theatre outside broadcast post-production studio recording studio sound stage home studio.

record and mix at least two basic music demos work cooperatively with performers to achieve the
required effect.

access to performers requiring a basic music demo access to industry-current sound mixing equipment use of culturally appropriate processes, and techniques

observation or video recording of the candidate during evaluation of authenticated audio recordings where the
recording and mixing sessions
candidate was responsible for recording and mixing music written or oral questioning to test industry knowledge as listed in the required knowledge section of this unit.
CUFSOU204A Perform basic sound editing CUSSOU201A Assist with sound recordings CUSSOU303A Set up and disassemble audio equipment.
CUS09 Music (Version 1.1) CUSSOU303A Set up and disassemble audio equipment
CUSSOU303A
Unit Descriptor
Set up and disassemble audio equipment

This unit describes the performance outcomes, skills and knowledge required to install and disassemble sound equipment in a range of facilities. The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels. CPCCLDG3001A Licence to perform dogging CPCCLRG3001A Licence to perform rigging basic level CPCCLRG3002A Licence to perform rigging intermediate level CPCCLRG4001A Licence to perform rigging advanced level. Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering a construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007). Achievement of the unit CPCCOHS1001A Work safely in the construction industry fulfils this requirement. This unit contains employability skills.
People working as audio stagehands and sound technicians apply the skills and knowledge described in this unit. They are responsible for setting up, testing and disassembling audio equipment, such as microphones, sound systems and mixing consoles for a range of productions in the live entertainment, events and broadcasting industries. The work often involves long or irregular hours and can be physically demanding. The ability to work cooperatively as part of a production team is essential. Skills associated with operating audio equipment are covered in:
CUSSOU302A Record and mix a basic music demo.
Unit Sector
No sector assigned
ELEMENT 1. Prepare for installation of audio equipment
In consultation with relevant personnel confirm sound equipment requirements, referring to production documentation as required Together with relevant personnel, assess the acoustic properties of installation area to ensure that equipment and accessories are appropriate Calculate power requirements and identify power locations and patching requirements Communicate special requirements to relevant personnel so that they can be organised in a timely fashion Safely and neatly secure and label cabling so that it is clear of moving elements Set up power distribution Position microphones , mountings, microphone accessories and cabling As required, ensure that lapel microphones fitted to personnel meet technical performance standards Provide phantom power at microphone inputs as required Perform all installation work with due regard to mechanical and electrical safety considerations Connect effects rack to mixer as required Match interfaces between source and destination according to level, impedance, phase and frequency Route test signals to the correct signal path Check that the level of test signal is correct for production requirements Check systems for potential feedback frequency problems and make adjustments as required Check all microphone lines for continuity and patching Test microphones to ensure that they are functioning correctly to produce the required sound Fit microphones to relevant personnel to perform sound cues as required Patch, test and tune sound system to suit facility Conduct sound check and document adjustments according to organisational procedures Inform relevant personnel of problems that arise during testing so that they can be rectified in a timely fashion
2. Install audio equipment
2.1 2.2 2.3 2.4 2.5 2.6 2.7
3. Align audio equipment
3.1 3.2 3.3 3.4
4. Test audio equipment
4.1 4.2 4.3 4.4 4.5 4.6
5. Disassemble audio equipment
5.1 5.2 5.3 5.4 5.5 5.6
Disassemble equipment safely, giving due consideration to other production requirements Ensure that all equipment and accessories are packed and stored according to safety regulations and production requirements Check hired equipment against inventory before packing and report lost or damaged equipment to the appropriate personnel Pack sound equipment for transit as required Clean work environment after use and restore environment to previous condition Seek feedback from relevant personnel on own work performance and note areas for improvement
Required skills
communication, literacy and teamwork skills sufficient to: interpret and clarify written and verbal instructions make verbal fault reports to appropriate personnel interpret block diagrams of equipment and system set-ups read and interpret sound documentation read manufacturing specifications and installation manuals work effectively in a team environment initiative and enterprise skills in the context of applying critical-listening and
aural-discrimination skills when setting up audio equipment numeracy skills sufficient to calculate duration and capacity of recording media technical skills sufficient to: set up and disassemble audio equipment for playback, mixing and recording in line with manufacturer's manuals and OHS specifications run and patch cables neatly and safely test sound equipment in line with industry standards planning and self-management skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise problem-solving skills sufficient to identify typical faults that may occur in audio-production environments Required knowledge
basic audio principles and practice, including: range of microphones and contexts in which they are used microphone characteristics, e.g. frequency response, sensitivity and polar patterns effect of microphone placement on quality of sound characteristics of sound in a range of environments signal-to-noise ratio, signal phase and audio level/headroom control audible defects in analogue and digital technologies features of mixers, amplifiers, speakers and effects racks basic principles of acoustics, including: frequency pitch amplitude loudness velocity wavelength acoustical phase timbre sound envelope basic understanding of psychoacoustic principles, including: spatial hearing direct sound early sound reverberant sound room design techniques for installing, aligning and testing audio equipment, including:
understanding electrical power (e.g. voltage, distribution, phasing, load and circuit breaking) knowledge of a range of sound equipment and associated operating principles (e.g. level, impedance, phase and frequency) testing and tagging all electrical fittings in accordance with safety regulations issues and challenges that typically arise in the context of setting up and disassembling audio equipment OHS requirements, including: licensing requirements for persons performing high risk work and entering building sites safe manual-handling techniques working safely with electricity and hazardous substances principles of safe listening, such as safeguards against hearing loss
artists, musicians and performers audio and sound engineers audio and sound technicians broadcasters clients directors producers photographers post-production personnel program managers stage managers sound designers and editors sound effects personnel video and sound recorders.
Sound equipment may include:
amplifiers sound reinforcement systems, including: front-of-house stage foldback limiters compressors effects rack turntables analogue to digital converters cables compact disc (CD) and digital versatile disc (DVD)
players and burners computer technology and associated software digital and analogue recording devices: hard disk recorder, e.g. digital audio workstation (DAW) digital audiotape recorder, e.g. S-DAT and R-DAT digital videotape recorder (DVTR) mini disc recorder (MD) modular digital multi-track recorder (MDM) open-reel analogue audiotape recorder digital audio players, such as: iPod MP3 headphones microphones and accessories mixing consoles and desks monitors and speakers signal processors and plug-ins sequencers and samplers musical instruments. live music or theatre performance commercial print advertisement corporate video feature film and/or video filmed event and/or performance interactive media product internet production electronic game production music recording and/or video promotional trailer radio broadcast television program voice-over.
house plans sound plans line diagrams installation schedules artistic requirements scripts musical scores dubbing sheets technical/equipment manuals enterprise operating procedures and standards stage plans sound plots design, director's and sound specifications production and venue requirements production schedules OHS requirements and instructions manufacturer specifications performers' requirements fault report sheets. stage venues auditorium hotels clubs front of house. ensuring that safety procedures are followed organisational requirements production requirements ensuring optimum sound quality ensuring that cabling is mechanically sound and does not transmit vibration to microphones.
Installation area may include:
Positioning microphones includes taking account of factors, such as:
boundary (PZM) capacitor/condenser, such as: electret lavalier mini microphone transistor tube contact digital directional, such as: single entry port multiple entry port multi/poly-directional dual-element dynamic, such as: moving coil ribbon headset lapel low and/or high impedance microphone systems, such as: adaptive array binaural high definition parabolic surround sound wireless cordless FM radio transmitter noise cancelling shotgun.
boom poles, including: aluminium carbon fibre fisher hand-held perambulator remote panner tripod cables, including: balanced unbalanced clips connectors, including: female male XLR housing pop filters shock mounts stands, including: desk floor gooseneck windscreens. ensuring that safety procedures are followed positioning and connecting aerial optimised pick-up choosing a transmitter frequency that minimises
Technical performance standards for lapel microphones may include:
ensuring that transmitters have appropriate sensitivity rigging microphone within relevant constraints ensuring that connection of aerial and related cabling is
interference with nearby channels in the frequency band
secure ensuring that transmitter-receiver location is unobtrusive and comfortable for relevant personnel ensuring that transmitter-receiver location produces optimum output ensuring that interaction with relevant personnel is discreet, tactful and causes minimum disruption ensuring that items that may negatively affect transmission are not present on relevant personnel.
Mechanical safety considerations may include:
observing OHS requirements when installing and checking that the position of microphones, mountings and
checking equipment
other recording equipment is safe using safety chains laying cabling to avoid potential mechanical danger and to ensure safety.
Electrical safety considerations must include:
following OHS procedures when setting up and checking checking that mains or generator supply is sufficient for
electrical equipment
maximum load requirements ensuring that cables used are correctly rated, including three-phase cable to dimmers laying cabling so that it does not obstruct the free movement of other equipment or endanger personnel ensuring that maintenance of cabling and connectors meets OHS requirements ensuring that all components of sound equipment are connected to the correct voltage supply ensuring that distribution of electrical loading is within working limits ensuring that all electrical fittings are tested and tagged in accordance with safety regulations. purpose and style of production sound specifications venue or location requirements production schedule organisational policies and procedures legislative and/or organisational OHS requirements manufacturer specifications performers' requirements resource constraints length of the run of the production attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes intellectual property interviews.
Sound cues may be required for:
audience PA effects foldback to stage.
Packing sound equipment may involve:
ensuring that containers are suitable for the storage and ensuring that packing of hazardous items complies with
carriage of the equipment in a safe and secure manner current regulations labelling containers accurately and clearly checking containers for durability ensuring documentation for packed equipment is accurate and legible adhering to strict forward production timelines. dubbing suite on location, including interior and exterior outside broadcast post-production studio recording studio sound stage.

install and disassemble audio equipment on at least three
occasions interpret sound plans test equipment in line with production requirements work cooperatively in a team environment apply OHS procedures, particularly in relation to working with electrical equipment and safe manual handling.

access to a range of industry-current equipment as listed
in the range statement access to venues in which to install audio equipment use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.

case studies and questioning to assess candidate's observation and/or video recordings of the candidate written or oral questioning to test knowledge of basic
understanding of OHS requirements
installing, testing and disassembling audio equipment principles and techniques of installing and testing audio equipment.
CUESOU01C Repair and maintain audio equipment CUFIND301A Work effectively in the screen and media CUSIND301A Work effectively in the music industry CUSOHS301A Follow occupational health and safety
industries
procedures CUSSOU301A Provide sound reinforcement CUSSOU302A Record and mix a basic music demo.
CUS09 Music (Version 1.1) CUSSOU304A Restore audio tracks
CUSSOU304A
Unit Descriptor
Restore audio tracks

This unit describes the performance outcomes, skills and knowledge required to perform restoration work on recorded audio and soundtracks. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Sound technicians in the film, television, radio and audio post-production and archival industries apply the skills and knowledge described in this unit. They are responsible for restoring audio tracks to as close to the original recording as possible, taking into account the final application and client requirements. They are usually working with analogue recordings, but the restoration process can also be applied to early digital formats, such as digital audiotapes and compact discs. This work is undertaken with some supervision and guidance.
Unit Sector
No sector assigned
ELEMENT 1. Clarify scope of restoration project
In consultation with relevant personnel confirm restoration requirements Ensure that documentation relevant to the project is available Where source materials are not supplied, liaise with relevant personnel to locate the most original, best quality recording to be restored Evaluate all recordings to be restored for auditioning purposes and technical selection as required If required, physically repair and clean source material in preparation for playback, taking great care not to damage the source material Select the most appropriate playback machine, taking into account the fragility of source material and the ability of the playback machine to provide the most authentic playback Set up playback paths and recording settings to ensure a flat, transparent, and where possible uncompressed file Set audio levels in line with technical parameters Record source material to defined quality standards Monitor the recording, and document or mark sections that display recorded artefacts or damage As required, record from more than one source
2. Prepare source material for digital transfer
2.1 2.2
2.3 2.4 3. Make digital recording of source material 3.1 3.2 3.3
4. Apply restoration techniques to audio tracks
4.1 4.2 4.3 4.4
Select the most appropriate restoration equipment and tools for the job Commence restoration by applying manual restoration techniques to the most audible artefacts first, then moving onto less noticeable faults Following manual restoration, apply automated restoration processes as required Seek feedback on work in progress from relevant personnel and make adjustments Apply appropriate processes to play-out and take into account the end use when creating required delivery format Deliver master in the required format to relevant personnel in line with project requirements Complete required documentation in line with enterprise procedures
5. Make a copy of restored audio tracks
5.1 5.2 5.3
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written and verbal instructions complete workplace documentation read and interpret technical manuals respond positively to constructive feedback on own performance critical-listening and aural-discrimination skills in the context of restoring audio tracks technical skills sufficient to: use specialised equipment to perform audio restoration work operate other studio equipment for playback and recording planning and self-management skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
problem-solving skills sufficient to identify typical faults that may occur in audio-production environments Required knowledge acoustic principles related to noise and distortion on audio tracks aesthetics of sound production operation of current and obsolete audiovisual equipment appropriate handling and storage of fragile and archival material preservation methods for preparation of source materials restoration principles, tools and technique to apply to different artefacts techniques and principles for removing or masking audio artefacts, including: features and operating characteristics of restoration tools compatibility with mono, stereo or multi-channel systems use of timecode equipment format encoders and decoders principles of media archiving issues and challenges that arise in the context of working with soundtracks

client production designer post-production manager production manager preservation supervisor supervisor head of department director of photography artist director producer technical director other technical staff other specialist staff designer animation production personnel sound recordist sound editor sound-editing personnel. artistic technical, e.g. final format for master budget production schedules organisational policies and procedures resources OHS requirements audience confidentiality content contractual arrangements copyright duration intellectual property purpose style.
pre-mix scripts mixing sheets track sheets de-noising documents cue sheets edit decision lists (EDL) dubbing sheets queries notes manuals databases fault reports.
Source materials may include:
film and television soundtracks, including: music dialogue sound effects oral histories location recordings optical soundtracks analogue audio recordings in different formats, such as: tape, e.g. open reel and cassette wire recording cylinder vinyl disc lacquer disc film mag digital recordings in different formats, such as: digital audiotape CD.
Repairing and cleaning source material may involve:
replacing dry or sticky film splices attaching leader to film removing adhesive left behind by sticky splices repairing broken or damaged perforations on film sonic cleaning film manually cleaning film baking magnetic oxide tape using hot-pen on audiotape scraping to remove oxide or other matter from oxide tape manually cleaning oxide tape removing mould by vacuum or alcohol swab re-housing tapes if cassette damaged cleaning discs cleaning vinyl discs cleaning and repairing cylinders affixing lacquer fragments that are loose or separated from backing disc to lacquer discs correcting warp in vinyl discs detangling wire recordings joining broken wire recordings.

Artefacts may include:
white noise hiss clicks pops crackle sibilance hum.
Recording from more than one source may be required if:
sections are missing from the original version sections are heavily damaged corresponding sections are available from another source
and can be edited during the restoration process. noise reduction systems mono, stereo or multi-channel systems timecode equipment format encoders and decoders audio editing systems sound mixing desks multi-track equipment software packages hard drives analogue and digital playback equipment restoration tools.
Equipment and tools may include:
Manual restoration techniques may include:
editing out artefacts editing in missing sections from another source waveform restoration.
Automated restoration processes may include:
high and low pass filters de-noise de-click de-scratch de-crackle de-hiss repair filter pitch correction noise reduction. expander limiter compressor compander playback curve.
Appropriate processes may include:
Formats may include:
digital file: AIF (AIFF) WAV broadcast WAV format (BWF) WMA OGG advanced audio coding (AAC) Real Audio QuickTime MP3 digital storage: CD DVD USB hard drive linear tape-open (LTO) analogue: film.

distinguish between the original sound and unwanted use appropriate equipment to restore soundtracks to as
artefacts
close to the original recording within guidelines and available resources apply correct post-production processes prescribed for the designated outcome when making a copy of the restored soundtrack meet production deadlines.

access to a range of current and obsolete industry use of culturally appropriate processes, and techniques
equipment

case studies, and written or oral questioning to assess
candidate's understanding of white noise and the process of de-noising soundtracks recordings of original soundtracks and authenticated de-noised versions done by the candidate.
CUFIND301A Work effectively in the screen and media CUFSOU301A Prepare audio assets CUSSOU305A Analyse soundtracks.
industries
CUS09 Music (Version 1.1) CUSSOU305A Analyse soundtracks
CUSSOU305A
Unit Descriptor
Analyse soundtracks
This unit describes the performance outcomes, skills and knowledge required to analyse music and voice soundtracks. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Film sound technicians apply the skills and knowledge described in this unit. They are responsible for synchronising soundtracks to pictures, auditioning material and selecting tracks that best meet technical and creative requirements. They work with sound recorded both digitally and in analogue formats. Their analysis of soundtracks is used by film editors as they edit or animate films. People responsible for dubbing films into different languages and those working in film and sound archives also apply these skills on a regular basis. This work is undertaken with some supervision and guidance.
Unit Sector
No sector assigned
ELEMENT 1. Complete analysis of soundtrack elements
Select appropriate equipment to perform break-down of approved soundtracks Break down soundtracks ensuring that analysis of required elements is accurate Store break-down safely and securely and ensure that it can be accessed as required Report problems with soundtracks to relevant personnel Document soundtrack break-down clearly and legibly in the required format Ensure that all information from relevant sources is included in documentation Supply break-down to relevant personnel in line with agreed deadlines and production requirements Seek feedback on quality of own work and note areas for improvement
2. Document and complete soundtrack analysis
2.1 2.2 2.3 2.4
Required skills
communication, literacy and teamwork skills sufficient to: interpret scripts, specifications and instructions record and report issues with the quality of soundtracks document soundtrack break-downs work cooperatively in a team environment respond positively to constructive feedback on quality of own work technical skills sufficient to: listen to speech and break it down into phonetic sounds listen to music and break it down into beats use a synchroniser and/or digital equipment to break down soundtracks planning skills sufficient to: prioritise work tasks meet deadlines

principles and techniques associated with breaking down soundtracks, including: understanding how soundtracks fit into creative concepts basic understanding of film, television and animation production processes issues and challenges that arise in the context of working with soundtracks
OHS procedures and practices in the context of working with audio equipment
synchroniser analogue or digital playback equipment. music tracks phonetic analysis of voice or dialogue tracks. digital backups ensuring that physical tape is kept clean and stored
Analysis may be for:
Storing may involve:
appropriately.
production designer post-production manager production manager preservation supervisor supervisor head of department director of photography artist director producer technical director other technical staff other specialist staff designer animation production personnel sound recordist sound editor sound-editing personnel.
computer-generated or manual, such as: dope sheets bar sheets file notes phonetic code.
storyboards layout drawings director's instructions camera sheets scripts scores technical notes clapper boards tape identifications database metadata. feature films short films animation commercials music videos television productions web-based content.

analyse music and voice soundtracks in line with
document soundtrack break-downs in the required format work cooperatively in a production environment.
production requirements on at least three occasions

access to a range of industry-current equipment as listed use of culturally appropriate processes, and techniques

case studies, and written or oral questioning to assess
candidate's understanding of the process of analysing and documenting soundtracks for film and television productions authenticated examples of soundtrack documentation prepared by the candidate observation of the candidate breaking down and analysing soundtracks.
CUFIND301A Work effectively in the screen and media CUFSOU204A Perform basic sound editing CUFSOU301A Prepare audio assets CUSSOU304A Restore audio tracks.
industries
CUS09 Music (Version 1.1) CUSSOU401A Record sound
CUSSOU401A
Unit Descriptor
Record sound
This unit describes the performance outcomes, skills and knowledge required to record sound, including the supervision of sound-recording operations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Supervising sound technicians apply the skills and knowledge described in this unit. They could be working in a variety of creative arts industry sectors, including live performances, music recording studios, online environments, radio outside broadcasts, and film and sound archives. Typically they are responsible for ensuring that required equipment is available and in working order, troubleshooting recording problems, recording sound, and supervising assistants engaged for recording sessions. They are expected to work closely with other production team members, e.g. producers, directors, broadcast engineers and lighting crew. This work is undertaken with limited or no supervision or guidance. Skills associated with recording sound for screen productions are covered in:
CUSSOU406A Record sound on location.
Unit Sector
No sector assigned
ELEMENT 1. Prepare for sound recording
Clarify recording requirements with reference to productiondocumentation and in consultation with relevant personnel Prepare a team work plan as required and brief personnel accordingly Check that sound equipment and accessories are in working order for recording sessions Ensure that sound equipment and accessories are set up, connected and aligned according to safety, technical and production requirements Ensure that the selection of sound equipment and accessories meets required standards Ensure that recording devices have sufficient capacity for expected duration of recordings Anticipate problems that may arise during the recording process and plan accordingly Ensure adequate supply of consumables is available for duration of sound recordings
2. Place microphones and test record line-up
2.1 2.2 2.3 2.4 2.5
Select, power and position microphones and microphone accessories according to safety, technical and production requirements Apply principles of microphone operation when placing and moving microphones Ensure placement of microphones and microphone accessories is safe, unobtrusive and avoids extraneous and unwanted noise Conduct a sound check to ensure quality of recording will meet required standards Test signal flow of connected sound equipment and accessories Ensure run-up time is sufficient to allow stable sound recording Apply appropriate signal processing for optimal sound quality and make test recordings to ensure no audible defects are present Continuously monitor sound recording for quality, audible defects and extraneous background sound Critically listen to recording and provide feedback on appropriate recording techniques to record line-up Ensure recorded sound supports and enhances production requirements Complete recording sessions in line with production timelines Ensure that recordings are saved in the appropriate format and logged/filed in line with organisational procedures Make safety copies or backups as required Prepare accurate production set-up reports Ensure that sound equipment and accessories are de-rigged, checked and cleaned appropriately Ensure that work environments are cleaned after use and restored to their pre-recording condition Provide feedback to other team members as required Evaluate own performance against technical and creative criteriaand note areas for improvement
3. Make sound recordings
3.1 3.2 3.3 3.4 3.5 3.6
4. Finalise sound-recording operations
4.1 4.2 4.3 4.4 4.5 4.6 4.7
Required skills
research skills sufficient to locate and use relevant sources of information literacy skills sufficient to: prepare production set-up reports read and interpret recording documentation numeracy skills sufficient to calculate duration and capacity of recording media at
various speed/sample rates communication skills sufficient to: liaise with sound-production and recording personnel, including in a supervisory capacity provide feedback to recording personnel on appropriate recording techniques clearly explain and offer suitable alternatives to record line-up when recording difficulties cannot be resolved within operational constraints initiative and enterprise skills in the context of critically analysing sound recordings learning skills sufficient to maintain currency of knowledge of recording equipment upgrades planning and organisational skills sufficient to prioritise work tasks and meet deadlines problem-solving skills sufficient to promptly and effectively rectify sound defects, system failures and mechanical breakdowns
technology skills sufficient to work with a variety of sound-recording equipment Required knowledge
principles of psychophysics, such as: frequency pitch amplitude loudness velocity wavelength acoustical phase timbre sound envelope principles of psychoacoustics, such as: spatial hearing direct sound early sound reverberant sound studio and control room design ergonomics operational knowledge of sound-recording equipment principles and techniques of sound recording, including: audible defects in analogue and digital technologies compatibility of different digital standards identification/logging requirements operational principles of microphones, including microphone placement operational/technical limitations of recording media recording formats and technical standards signal-to-noise ratio, signal phase and audio level/headroom control logarithmic units and the use of different metering systems
issues and challenges that typically arise in the context of recording sound
principles of synchronisation and reference systems
timecode levels and standards in analogue and digital applications

music recording interactive media product, such as: CD DVD podcast internet production, e.g. website audio radio broadcast voice-over.
production schedules set-up reports cue sheets track sheets dubbing charts equipment instructions OHS requirements organisational standards performers' requirements sound and audio reports technical manuals. artists, musicians and performers audio and sound engineers audio and sound technicians/mixers broadcasters technical producers broadcast technicians and engineers directors producers conductors program managers curators post-production managers supervisors sound designers.
amplifiers analogue to digital converters cables compact disc (CD) and digital versatile disc (DVD) players and burners computer technology and associated software digital and analogue recording devices: hard disk recorder, e.g. digital audio workstation (DAW) digital audiotape recorder, e.g. S-DAT and R-DAT digital videotape recorder (DVTR) mini disc recorder (MD) modular digital multi-track recorder (MDM) open-reel analogue audiotape recorder digital audio players, such as: iPod MP3 headphones microphones and accessories mixing consoles and desks monitors and speakers signal processors and plug-ins. attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style. audiotape, e.g. digital and open-reel analogue compact discs, e.g. CD-R and CD-RW cue sheets and track sheets digital versatile discs, e.g. DVD-/+R and DVD-/+RW masking tape, marker pens and labels mini discs (MDs) memory cards, e.g. flash memory cards.
boundary (PZM) capacitor/condenser, such as: electret lavalier mini microphone transistor tube contact digital directional, such as: single entry port multiple entry port multi/poly-directional dual-element dynamic, such as: moving coil ribbon headset low and/or high impedance microphone systems, such as: adaptive array binaural high definition parabolic surround sound wireless cordless FM radio transmitter noise cancelling shotgun.
boom poles, including: aluminium carbon fibre fisher hand-held perambulator remote panner tripod cables, including: balanced unbalanced clips connectors, including: female male XLR housing pop filters shock mounts stands, including: desk floor gooseneck windscreens.
Principles of microphone operation may include:
balanced and unbalanced audio transmission diaphragm diameter and frequency response diaphragm mass and transient response differential input and single-ended input directional characteristics, including: omnidirectional (non-directional) unidirectional, e.g. sub-cardioid, wide angle cardioid, cardioid, super-cardioid, hyper-cardioid and ultra-cardioid bi-directional ground loops and ground lift magnetic induction matching high/low impedance (passive/active DI interface) phase cancellation and acoustic comb filtering pickup pattern (polar response pattern) polarity sound response, such as: frequency response hum maximum sound pressure level overload limit proximity effect self-noise sensitivity signal-to-noise ratio transduction variable capacitance.
amplitude (dynamic) signal processing : compressors, e.g. broadband, split-band, de-esser limiters expanders noise gates pitch shifters noise processing, such as: Dolby dbx DSP spectrum signal processing: equalisers, e.g. fixed frequency, graphic, parametric filters, e.g. high/low pass, band pass and notch psychoacoustic processors
and paragraphic
time signal processing: reverberation, e.g. digital, plate and acoustic chamber delay, e.g. doubling, chorus, slap back and prereverb flanging, e.g. positive and negative phasing morphing.
Appropriate recording techniques may include:
articulation and voicing breathing microphone use pitch playing, singing and performing style timing tone tuning volume. console settings effects settings microphone choices patch bay wiring processor settings track sheets. dubbing theatre outside broadcast recording studio sound stage.
Production set-up report may include:

make sound recordings that meet production
requirements and demonstrate a thorough understanding of: prerecording checks microphone positioning testing record line-ups OHS principles in relation to safe sound levels use a range of industry-current sound equipment and accessories work collaboratively with team members.

access to a range of work environments and productions access to industry-current sound equipment and
where sound is recorded
accessories, including recording devices, microphones, signal processors and consumables use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.

case studies to assess candidate's ability to apply OHS evaluation of a range of live, acoustic and/or sequenced
principles of safe listening to day-to-day work activities
recordings made by candidate observation of candidate making sound recordings written or oral questioning to test knowledge of principles of psychophysics and psychoacoustics.
CUSSOU405A Mix recorded music CUSSOU406A Record sound on location CUSSOU407A Coordinate location sound recording .
CUS09 Music (Version 1.1) CUSSOU402A Develop and implement sound plans
CUSSOU402A
Unit Descriptor
Develop and implement sound plans

This unit describes the performance outcomes, skills and knowledge required to develop and implement sound plans for productions. This involves researching the most appropriate sound systems to use, identifying everything needed to meet creative and technical requirements, and supervising the implementation of sound plans. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Sound technicians and supervisors apply the skills and knowledge described in this unit. They are responsible for developing and implementing sound plans to meet production requirements. Industry sectors in which they work include music (live and recorded), television, radio, film, video, stage productions and corporate events. Depending on the type of production, they could be developing a sound plan in response to specifications from a sound designer.
Unit Sector
No sector assigned
ELEMENT 1. Establish brief for sound system
Liaise with the relevant personnel to determine the project requirements Undertake research to determine the best options for meeting production requirements Consider available budget and other resources when determining the scope of the production Source additional expertise as required Develop a draft sound plan to meet production requirements Ensure that microphone plots, sound sources , block diagrams and layout are drawn and notated as required Anticipate problems that might arise and plan accordingly Seek feedback on draft sound plan from relevant personnel and amend plan Ensure that all parties meet their obligations, adhere to quality standards and work within project requirements Ensure that relevant personnel are involved in negotiating and agreeing on changes to the sound plan Ensure that sound system is tuned to achieve desired result Ensure that equipment technical problems are addressed in ways that cause least disruption to productions Ensure that all work is undertaken with due regard to OHS requirements Prepare and update documentation as required
2. Produce sound plan
2.1 2.2 2.3 2.4
3. Implement sound plan
3.1 3.2 3.3 3.4 3.5 3.6
4. Evaluate operations
4.1 4.2 4.3 4.4
In consultation with relevant personnel identify aspects of the production that worked well and those that could be improved Evaluate own role in operations and note areas for improvement Provide feedback to team members on their performance as required Document evaluation of operations in line with enterprise procedures
Required skills
communication and teamwork skills sufficient to: liaise and negotiate with sound-production personnel supervise the implementation of sound plans clearly explain/offer options about sound systems for a range of productions critical-listening and aural-discrimination skills in the context of sound operations initiative and enterprise skills in the context of: contingency planning responding effectively to equipment or system malfunction and other unexpected literacy skills sufficient to: read and interpret recording documentation document and annotate sound plans numeracy skills sufficient to calculate the range of recording devices needed to capture planning and organisational skills sufficient to: prioritise work tasks meet deadlines locate and use relevant sources of information in the context of preparing sound plans technology skills sufficient to: work with a variety of audio equipment
events during productions
sound in various environments
identify and rectify equipment faults Required knowledge

techniques and principles in sound system specification, including: applying acoustic principles when evaluating sound systems and their components operational knowledge of a wide range of sound-recording equipment how sound is incorporated into the artistic, technical and operational requirements of
productions features and operating characteristics of noise reduction systems fault finding techniques and procedures testing procedures drawing and annotating sound systems in sound plans issues and challenges that typically arise in the context of developing and implementing sound plans OHS principles of safe listening, including safeguards against hearing loss
artists, musicians and performers audio personnel: sound engineers sound technicians sound editors sound designers sound effects personnel post-production editors foldback mixers front-of-house mixers recordists re-recording mixers audio stagehands broadcasters broadcast engineers directors producers photographers program managers stage managers floor managers film/video crew.
attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style.
live performance or event commercial print advertisement corporate video feature film and/or video filmed event and/or performance interactive media product internet production electronic game production music recording and/or video promotional trailer radio broadcast short film and/or video television program training film and/or video voice-over. list of equipment required features of the sound system personnel required block diagrams to indicate positioning of equipment for optimum effect pre-production testing arrangements venue considerations budget performers' requirements interaction with other production elements, e.g. lighting sound sources. dialogues and voice-overs additional dialogue recording (ADR) effects (FX) music produced acoustically or electronically foley atmosphere sounds from the natural environment.
Elements of a soundplan may include:
Sound sour ces may include:
amplifiers limiters compressors effects rack turntables analogue to digital converters cables compact disc (CD) and digital versatile disc (DVD) players and burners computer technology and associated software recording devices: hard disk recorder, e.g. digital audio workstation (DAW) digital audiotape recorder, e.g. S-DAT and R-DAT digital videotape recorder (DVTR) mini disc recorder (MD) modular digital multi-track recorder (MDM) digital audio players, such as: iPod MP3 headphones microphones and accessories mixing consoles and desks monitors and speakers signal processors and plug-ins sequencers and samplers musical instruments. microphone plots sound sources block diagrams layout cue sheets track sheets dubbing charts equipment instructions OHS requirements organisational standards performers' requirements production schedules and set-up reports shot lists sound and audio reports storyboards technical manuals.

prepare sound plans that clearly specify all production implement sound plans on at least two occasions supervise the work of others work collaboratively with team members.
requirements

access to a range of industry-current equipment as listed access to venues and productions or events use of culturally appropriate processes, and techniques

case studies, and written or oral questioning to test
knowledge as listed in the required knowledge section of this unit authenticated copies of sound plans developed by the candidate.

BSBOHS407A Monitor a safe workplace CUSSOU401A Record sound CUSSOU405A Mix recorded music CUSSOU407A Coordinate location sound recording.
CUS09 Music (Version 1.1) CUSSOU403A Perform advanced sound editing
CUSSOU403A
Unit Descriptor
Perform advanced sound editing

This unit describes the performance outcomes, skills and knowledge required to perform advanced sound editing. This involves assessing the quality of original recorded sound against production requirements, determining the scope of the sound-editing project, preparing source materials for sound editing, editing sound in line with production requirements, and applying sound effects to enhance the final product. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to sound editors who edit music and sound effects for film, television, interactive media and music productions as well as to technicians who work in film and sound archives. This work is undertaken with minimal supervision and guidance. Sound editors at this level could also be responsible for supervising others. This units builds on the skills covered in the imported unit:
CUFSOU204A Perform basic sound editing.
Unit Sector
No sector assigned
ELEMENT 1. Prepare for sound editing
PERFORMANCE CRITERIA 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9
Participate in pre-production meetings with relevant personnel to d iscuss production requirements and procedures Check that necessary copyright releases have been organised Consider the impact of different release sound formats when planning editing work Check sound equipment to ensure it is operational and appropriate for the task Prepare a team work plan as required and brief relevant personnel accordingly Obtain original sound sources and assess their quality against production requirements Check any documentation in the receipt and preparation of original recordings and copies for productions Advise where sound sources do not meet quality and production requirements and propose options to resolve issues as required Anticipate problems that may arise during the editing process and plan accordingly
2. Edit complex sound sequences
2.1 2.2 2.3 2.4
Check the format of all sound sources, ensuring it is compatible with editing software, equipment and media output Critically listen to sound sources to determine the extent and range of required edits Manipulate editing software and equipment to produce required outcomes and to resolve identified problems Work sensitively and constructively with relevant personnel to achieve best production outcomes Determine the purpose for which sound is being used in productions Identify, select and/or produce appropriate sound effects or elements Apply knowledge and understanding of sonic lexicon to enhance final creative outcomes Note sound effects and elements on spotting sheets Incorporate sound effects and elements to meet creative requirements Participate in spotting sessions with relevant personnel and make adjustments to mix as required Ensure that final files are in the correct format Manage the quality check of the final sound mix in line with enterprise procedures and production requirements Archive edited audio files and complete associated documentation according to enterprise procedures Ensure that work environment is left clean and ready for the next user In collaboration with support personnel, organise and maintain sound effects libraries for future productions Provide feedback to other team members as required Evaluate own performance against technical and creative criteriaand note areas for improvement
3. Create overall sound context
3.1 3.2 3.3 3.4 3.5
4. Finalise editing operations
4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8
Required skills
communication and teamwork skills sufficient to: work collaboratively with project team personnel and sound-production personnel provide feedback to project personnel on appropriate editing techniques provide critical feedback on problems with technical quality of masters and condition literacy skills sufficient to: log and label recorded material accurately note sound effects on spotting sheets read and interpret an edit decision list (EDL) numeracy skills sufficient to calculate duration and capacity of media at various initiative and enterprise skills in the context of: finding creative solutions to sound-editing challenges applying critical-listening skills to analyse sound recordings and finding solutions to learning skills sufficient to maintain currency of knowledge of editing software and
of equipment
speed/sample rates
creative and/or technical problems
equipment upgrades planning and organisational skills sufficient to: prioritise work tasks meet deadlines locate sound effects problem-solving skills sufficient to promptly and effectively rectify sound defects, system failures and mechanical breakdowns technology skills sufficient to: use a variety of sound-editing equipment and software on both PC and MAC operating systems manage file systems make regular backups Required knowledge
principles of sonic storytelling, e.g. using sound (or silence) to: focus attention intensify action set pace set mood evoke feelings well-developed understanding of psychoacoustic principles, including: spatial hearing direct sound early sound reverberant sound studio and control room design ergonomics well-developed understanding of audio principles, including: frequency pitch amplitude loudness
velocity wavelength acoustical phase timbre sound envelope intellectual property implications in relation to sound design picture and sound synchronisation, including: time codes frame rates sample rates clock leader 2 pips principles and techniques of sound editing, including: manipulating sound to achieve technical and creative outcomes using effects to achieve a range of functional sound requirements eliminating audible defects compatibility of different digital standards identification/logging requirements file formats, technical standards and compression issues and challenges that typically arise in the context of performing complex sound edits OHS principles of: safe listening, including safeguards against hearing loss


performer composer sound supervisor supervising sound editor preservation supervisor archivist effects editor effects mixer sound mixer recordist re-recording mixer audio assistant audio and sound engineer director producer post-production picture editor post-production manager program manager sound designer.
Production requirements and procedures may include:
creative technical file formats agreement on file naming structures work flow after capture prerelease screenings to check quality of sound mix technical checks spotting sessions attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style.
Release sound formats may include:
IMAX multichannel system 5.1 surround sound: cinema television 4-track Dolby stereo 2-track stereo internet games radio. digital audio workstation (DAW) with software, such as: Pro Tools Nuendo Pyramix Fairlight Sound Forge Adobe Audition Final Cut Pro Avid EDL software mixing consoles outboard gear, such as: re-verb unit sub-base harmoniser de-esser compressor.
Sound sources may include:
dialogues and voice-overs special effects music walla ambient sound atmospheric sound foley. pre-mix scripts mixing sheets track sheets de-noising documents cue sheets dubbing sheets queries notes manuals. commercial print advertisement corporate video feature film and/or video filmed event and/or performance interactive media product internet production electronic game production music recording and/or video promotional trailer radio broadcast short film and/or video television program training film and/or video oral histories voice-over.
Production may include:
Format may include:
audio/sound, such as: DAT AIF (AIFF) WAV broadcast WAV format (BWF) WMA MIDI OGG advanced audio coding (AAC) Apple Lossless magnetic tape Real Audio QuickTime MP3 computerised data.
Media may include:
radio video CD DVD DAT computer hard drive internet mobile device film.
Manipulating editing software may include:
adjusting and normalising audio levels inserting: transitions sound effects music voice-overs overlays manipulating audio clips, such as: cutting pasting copying moving splitting.
breaking the screen plane defining space focusing attention establishing locale creating environment emphasising action intensifying action depicting identity setting pace providing counterpoint creating humour symbolising meaning creating metaphor unifying transition creating silence.
Producing sound effects may involve:
creating and synchronising effects in a post-production recording during shooting collecting in the field generating effects electronically.
studio
Sonic lexicon may refer to genres, such as:
silent film natural history drama productions animation comedy horror. dubbing theatre on location, including interior and exterior outside broadcast post-production studio recording studio sound stage cultural institution archive.

use all features of a range of current industry make critical editing decisions that enhance the quality incorporate a range of sound effects into the final mix work cooperatively in a team environment meet deadlines.
sound-editing software and equipment and impact of the final sound

access to current industry-standard equipment as listed in use of culturally appropriate processes, and techniques
the range statement

observation of candidate undertaking complex sound direct questioning combined with review of portfolios of
edits, including the incorporation of sound effects
evidence and third-party workplace reports of on-the-job performance by candidate authenticated recordings of material edited by the candidate case studies and scenarios as a basis for discussing issues and challenges that arise in the context of complex sound editing.
CUSSOU404A Edit dialogues.
CUS09 Music (Version 1.1) CUSSOU404A Edit dialogue
CUSSOU404A
Unit Descriptor
Edit dialogue
This unit describes the performance outcomes, skills and knowledge required to edit dialogue for a screen production. As with all post-production work, a high level of attention to detail is required to ensure that the final edit is free of uneven sound. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Dialogue editors working on film, television and video productions apply the skills and knowledge described in this unit. Though work is typically undertaken with limited supervision or guidance, dialogue editors are expected to liaise closely with other production personnel.
Unit Sector
No sector assigned
ELEMENT 1. Clarify project requirements
Assess the quality of the original recorded dialogue and sound against creative and technical production requirements Identify which sound and dialogue are acceptable, borderline and/or not acceptable through discussion with relevant personnel Determine creative and technical adjustments to dialogue and sound that are needed to meet the requirements of the brief Establish a timeline for completing the dialogue and sound-editing process to ensure production requirements are met Anticipate problems that may arise in the process of completing work and plan accordingly Check dialogue and sound equipment to ensure it is operational and appropriate for the task Resolve technical faults and problems in line with workplace procedures Ensure that file systems are set up in a logical way and that relevant personnel have access to them Prepare work copies in quantity to meet ongoing production requirements Undertake all activities according to OHS procedures Check and complete documentation in line with enterprise procedures
2. Prepare to edit dialogue
2.1 2.2 2.3 2.4 2.5 2.6
3. Clean up dialogue
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8
Provide advice to relevant personnel on requirements for automated dialogue replacement (ADR) Ensure that sync FX are stripped from the dialogue as required Clean up the sync sounds to ensure all dialogue and sound edits fit together smoothly Find alternative takes as required and determine which takes need to be re-recorded to ensure that the quality of final sound mix meets production requirements Oversee the recording of post-sync dialogue and sound as required, ensuring relevant personnel have copies of the appropriate documentation Make regular backups of files to ensure that work in progress can be retrieved if computer equipment malfunctions Recognise potential problems with the creative and technical quality of edited material and adjust as required in consultation with relevant personnel Present final edit to relevant personnel for evaluation against creative, technical and production criteria Ensure track layout is legible, consistent and clearly indicates the range of different dialogue and sound Ensure the edit master copy is delivered in the correct format Organise duplication of the master copy, as required Store relevant versions of edited material according to enterprise procedures Ensure that the work environment is clean and ready for use by the next user In consultation with relevant personnel identify aspects of the process of editing dialogue that worked well and those that could be improved Review creative content and technical quality of edited material to ensure that required standards were met Evaluate own role in operations and note areas for improvement Provide feedback to team members on their performance as required Document evaluation of operations in line with enterprise procedures and use results of evaluation to improve own work practices
4.1 4.2 4.3 4.4 4.5
5. Evaluate work
5.1 5.2 5.3 5.4 5.5
Required skills
communication, literacy and teamwork skills sufficient to: work cooperatively with production personnel provide critical feedback on problems with technical quality of masters and condition read and interpret an edit decision list (EDL) log and label dialogue and sound files and versions of edited material, including numeracy skills sufficient to: calculate duration and capacity of recording media at various speed/sample rates identify and interpret synchronisation time codes initiative and enterprise in the context of: applying extreme attention to detail to ensure that dialogue and sound edits meet applying critical-listening skills to assess the quality of dialogue tracks for ADR ADR recording, e.g. spotting sync and understanding how to manipulate it
of equipment
masters and copies
creative and technical requirements
learning skills sufficient to maintain currency of knowledge of editing equipment
upgrades planning and organisational skills sufficient to prioritise work tasks and meet deadlines problem-solving skills sufficient to promptly and effectively rectify system failures and mechanical breakdowns technology skills sufficient to: use a variety of sound-editing equipment and software on both PC and MAC operating systems manage file systems make regular backups make suitable track layouts Required knowledge
understanding of how sound is used in screen productions, for example to: focus attention intensify action set pace and mood evoke feelings understanding of how sound is locked to picture industry knowledge, including: features of a range of sound-editing equipment and facilities roles and responsibilities of post-production personnel, including well-developed filmic language and other relevant terminology sound-editing conventions used in film and video production issues and challenges that typically arise in the context of editing dialogue
understanding of documentation and files that editors typically provide
picture and sound synchronisation, including: time codes frame rates sample rates clock leader 2 pips principles and techniques of dialogue and sound editing, including: splitting and laying sound and dialogue tracks to ensure consistency
function of metadata tags, such as: album artist defaults description episode resolution track version OHS principles of: safe listening, including safeguards against hearing loss
different dialogue and sound-editing methods
observing regulations with regard to working for periods of time at computers

Dialogue and sound may include:
original dialogue and sound replacement of original dialogue and sound fill track wild track library atmosphere/sound sync FX post-sync dialogue additional dialogue: re-recorded narration additional sounds: voice-over walla loop group crowds music.

creative technical artistic attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style. performer sound supervisor supervising sound editor effects editor effects mixer sound mixer recordist re-recording mixer audio assistant audio and sound engineer director producer post-production picture editor program manager sound designer.
Technical adjustments may include:
cleaning up: removing bumps and clunks extending background noises filling holes finding alternative takes fixing sync laying additional background atmospheres post-syncing dialogue.
feature films documentaries games animated productions short films commercials filmed events or performances music videos television productions of any type.
digital audio workstation (DAW) with software, such as: Pro Tools Nuendo Pyramix Fairlight EDL software mixing consoles outboard gear, such as: re-verb unit sub-base harmoniser de-esser compressor.
File systems may be established for:
dialogue sound effects music sections of the production final master.
Work copies may include:
post-production masters digital replications. ergonomic factors: physical manoeuvres safe handling techniques lighting conditions emergency procedures safe working conditions.
OHS procedures may include:
Documentation may be:
computer-generated manually written timecode log sheets for location sound recordings wild line and sound effects log sheets scripts ADR or post-sync sheets sound reports shot lists sound library lists edit decision lists (EDLs) editing schedules continuity scripts manufacturer schedules manufacturer specifications and instructions contracts memos of instruction budgets fault reports marked-up scripts marked-up transcripts. doors opening and closing footsteps clothing rustling cars baby cries domestic sounds other natural sounds walla. AIF (AIFF) WAV broadcast WAV format (BWF) WMA MIDI OGG advanced audio coding (AAC) Apple Lossless Real Audio QuickTime MP3. mixing theatre dubbing theatre on location, including interior and exterior ADR recording studio edit room production office.
Sync FX may include:
Format may include:
Technical quality may include:
sound clarity audio level audio balance smoothness of sound equalisation gating/noise reduction drop-outs in tracks overlap of sounds pitch flaming phasing.

split and edit dialogue and sound for a film or television review the technical quality of edited material so that it use a range of industry-current sound-editing equipment work cooperatively in a team environment meet deadlines.
production
conforms to industry standards and accessories

access to current industry-standard equipment as listed in use of culturally appropriate processes, and techniques
the range statement

observation of candidate undertaking dialogue and direct questioning combined with review of portfolios of
sound-editing work
evidence and third-party workplace reports of on-the-job performance by candidate authenticated recordings of dialogue and sound edited by the candidate case studies and scenarios as a basis for discussing issues related to editing dialogue and sound.
CUSSOU403A Perform advanced sound editing.
CUS09 Music (Version 1.1) CUSSOU405A Mix recorded music
CUSSOU405A
Unit Descriptor
Mix recorded music

This unit describes the performance outcomes, skills and knowledge required to mix music that has been recorded live or in a studio. This involves balancing all instrumentals, vocals and recorded/imported sounds, and adding effects. Knowledge of musical styles and mixing conventions is essential, along with highly developed aural-perception skills and the ability to communicate effectively with clients, performers and colleagues. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Sound mixers and recording engineers apply the skills and knowledge outlined in this unit. They take the multi-track recording of a performance and mix it down to a format ready for mastering.
No sector assigned
Unit Sector
ELEMENT 1. Prepare for music mix
In consultation with relevant personnel , c larify mixing requirements with reference to documentation from recording sessions Allocate sufficient time to complete the mix and line up facilities and equipment accordingly Anticipate problems that may arise during the mixing process and plan accordingly Ensure that headphones and studio monitors are set at appropriate levels Use a variety of techniques to balance instruments and vocals Use effects to enhance and give depth to the music mix Apply knowledge of music genre mix styles to enhance the sound of the mix Take account of client's tastes and preferences with regard to how the mix should sound Clean up each track in the mix to remove unwanted sound Seek feedback on work in progress from relevant personnel and incorporate modifications Deliver final mix in the required format for mastering Complete documentation relating to final mix ensuring adequate information is provided for mastering and other relevant personnel Ensure that facilities and equipment are left clean and tidy Evaluate own performance against technical and creative criteriaand note areas for improvement
2. Mix music elements
2.1 2.2 2.3 2.4 2.5 2.6 2.7
3. Finalise mixing operations
3.1 3.2 3.3 3.4
Required skills
communication and teamwork skills sufficient to: discuss and explain aspects of the mixing process to clients respond appropriately to feedback from clients and colleagues highly-developed musical aural skills initiative and enterprise skills in the context of: finding creative solutions to music mixing challenges applying critical-listening skills to analyse music recordings and finding solutions to literacy skills sufficient to interpret documentation from recording sessions planning and organisational skills sufficient to: prioritise work tasks meet deadlines problem-solving skills sufficient to: promptly and effectively rectify problems with sound mixing equipment find ways of compensating for any deficiency in one's own hearing
creative and/or technical problems
technology skills sufficient to work with a variety of sound mixing equipment Required knowledge principles and techniques of mixing music understanding of mixing conventions for different music genres understanding of sound signal paths well-developed understanding of psychoacoustic principles, including: spatial hearing direct sound early sound reverberant sound studio and control room design ergonomics well-developed understanding of audio characteristics, including: frequency pitch amplitude loudness velocity wavelength acoustical phase timbre sound envelope issues and challenges that typically arise in the context of mixing music

artists, musicians and performers clients audio and sound engineers directors producers conductors.
Mixing requirements may relate to:
format for mastering: audio file digital audiotape (DAT) 2-track analogue tape versions: vocal up vocal only instrument only stems deadlines production schedule music style target audience. digital audio workstation (DAW) with software, such as: Pro Tools Logic Cubase Ableton Live Reason Nuendo Garage Band Digital Performer Soundscape Sonic Studio commercial recording studio home studio analogue studio equipment: mixing console signal processors, including equalisers and digital studio equipment: mixing console multi-track recorder.
Facilities and equipment may include:
compressors
starting the mix by manipulating only fader levels and pan soloing individual instruments starting with a basic setup of all instruments and vocals determining the element or elements that work best and reducing frequencies on some instruments to give the using automation to control various parameters of modifying recorded input signal through the use of: faders pan pots equalisers compressors gates various plug-ins or signal processors.
positions
and refining them in relation to each other building the mix around them
sound of others more prominence
equipment in real time within the mix
Effects may include:
reverb delay echo reverse echo pitch shift pitch correction time stretching robotic voice effects flanger phaser.
Elements of mix styles may include:
drum and bass levels level of lead vocals level of vocals in relation to instruments relative volumes of instruments for foregrounding and backgrounding relative levels of added effects.

Cleaning up tracks may include:
eliminating amp hiss eliminating crosstalk/spill using mutes and gates deleting/erasing sections for arrangement purposes eliminating circuit noise.
Format may be:
mono stereo surround sound.
pre-mix scripts mixing sheets track sheets cue sheets dubbing sheets queries notes manuals.

use all features of current music industry mixing
equipment balance instruments and vocals incorporate a range of effects into the final mix work cooperatively with clients and colleagues meet deadlines.

access to a range of work environments and productions access to current industry-standard equipment use of culturally appropriate processes, and techniques
where music is mixed

observation of candidate mixing music direct questioning combined with review of portfolios of
evidence and third-party workplace reports of on-the-job performance by candidate authenticated recordings of music mixed by the candidate case studies and scenarios as a basis for discussing issues and challenges that arise in the context of mixing music.
CUSIND501A Apply music knowledge and artistic CUSMLT501A Refine aural-perception skills CUSSOU401A Record sound .
judgement
CUS09 Music (Version 1.1) CUSSOU406A Record sound on location
CUSSOU406A
Unit Descriptor
Record sound on location

This unit describes the performance outcomes, skills and knowledge required to record sound on location for screen productions. Well-developed understanding of how sound is used in screen productions is essential, along with the ability to work cooperatively and sensitively with performers and other production crew members. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Sound recordists and boom operators apply the skills and knowledge described in this unit. They are responsible for recording sound effects and location atmosphere. They are also responsible for using boom mounted microphones and radio microphones to record dialogue in both outdoor and indoor locations. The operation of the boom requires precision and physical stamina to ensure that the optimum quality sound is captured without interfering with camera operation or the movement of actors.
No sector assigned
Unit Sector
ELEMENT 1. Prepare for location recording
Confirm recording requirements in consultation with relevant personnel and with reference to scripts and other production documentation Check that sound equipment and accessories are in working order prior to shoots Ensure adequate supply of consumables is available for duration of sound recordings
2. Capture dialogue
Participate in technical run-throughs or rehearsals to determine optimum positioning of boom and microphone for recording shots 2.2 Rig sound equipment and accessories in line with safety, technical and production requirements 2.3 Attach radio or clip microphones to actors' clothing as required 2.4 Ensure run-up time is sufficient and synchronisation codes are referenced to allow stable sound recording 2.5 Move boom according to scripted shots and respond to direction 2.6 Follow the actions and anticipate movements of relevant personnel 2.7 Ensure movement of boom is unobtrusive and sympathetic to actions of relevant personnel and does not generate unwanted noise 2.8 Monitor sound through headphones to ensure unwanted sounds are not being captured 2.9 Communicate with relevant personnel with minimal disruption to operations 2.10 Correct equipment failures with minimal disruption to operations
2.1 3.1 3.2 3.3
3. Capture sound effects
Record background location sound for use in post-production Place multiple microphones in different positions to capture sound perspective of effects being recorded Listen critically to recorded sound and re-record as required to achieve desired effect Save recordings in the appropriate format and log/file in line with organisational procedures Make safety copies or backups in line with organisational procedures De-rig, check and clean sound equipment and accessories Leave locations clean and restored to their pre-recording condition Evaluate own performance against technical and creative criteriaand note areas for improvement
4.1 4.2 4.3 4.4 4.5
Required skills
communication and teamwork skills sufficient to: work cooperatively with camera and lighting operators and others involved in film respond appropriately to requests from performers treat performers sensitively and with respect when positioning microphones
shoots
numeracy skills sufficient to calculate duration and capacity of recording media at learning skills sufficient to maintain currency of knowledge of recording equipment
various speed/sample rates
upgrades literacy skills sufficient to read and interpret scripts and production documentation planning and organisational skills sufficient to: prioritise work tasks meet deadlines initiative and enterprise skills in the context of: finding creative solutions to sound-recording challenges demonstrating a precise attention to detail problem-solving and self-management skills sufficient to: apply critical-listening skills to sound recordings to identify faults in recording promptly and effectively rectify equipment problems comply with on-set protocols work effectively under pressure technology skills sufficient to: use a variety of sound-recording equipment manage file structures to ensure compatibility with syncing and editing
make regular backups Required knowledge

roles and responsibilities of film and television production personnel on-set protocols well-developed understanding of how sound is used in film productions, including the principles and techniques of recording sound for screen productions, including: picture and sound synchronisation creating a sense of audio continuity interaction with camera and lighting crew principles of sound, in particular direct versus reflected sound, and sound perspective operational principles of microphones, including microphone placement operational/technical limitations of recording media acceptable compromises when it comes to the quality of captured sound potential for parallax errors when operating side-on to the sound source cues and how to respond to them recording formats and technical standards timecode levels and standards in analogue and digital applications issues and challenges that typically arise in the context of recording sound on location OHS principles of safe listening, including safeguards against hearing loss
interrelationship of dialogue, sound effects and musical elements
relevant sections of the Safety Guidelines for the Entertainment Industry
director producer director of photography production manager first assistant director (1 st AD) sound supervisor sound designer sound recordist boom operator sound engineer performer actor camera operator. production schedules scripts storyboards shot lists.
Equipment and accessories may include:
hard disk recorders headphones batteries microphones, including: dynamic condenser radio omnidirectional cardioid hyper-cardioid figure of eight shotgun microphone accessories, including tripod windscreens boom pole, including: aluminium carbon fibre fisher hand-held perambulator remote panner cables, including: balanced unbalanced cable extensions clips connectors, including: female male XLR housing pop filters shock mounts stands, including: desk floor gooseneck amplifiers mixers speakers. CDs DVDs memory cards batteries masking tape, marker pens and labels cue sheets.
Positioning may involve:
ensuring that boom and microphone are out of the frame
of the camera placing boom and microphone overhead miking from below mounting boom and microphone on a dolly determining movement of boom and microphone during recording of shots ensuring that position of the microphone, mounts, their shadows and reflections are as unobtrusive as possible ensuring that extraneous and unwanted noises are not captured ensuring that boom and microphone are not safety hazards .

feature films documentaries short films and videos animation corporate videos training films and videos drama programs variety and lifestyle programs news and current affairs music videos recordings of live productions commercials print advertisements.
Synchronisation may include:
frame rates synchronising sound and picture on film, such as: crystal sync tones slating time codes, such as: longitudinal SMPTE vertical interval MIDI IEC standard time formats, such as: real time music time film time transfers and dubs, such as: analogue to digital audio digital to digital audio film transferring.
Unwanted sounds may include:
rustling from radio microphones wind noise hum or buzz distortion cable noise extraneous location noises, such as: traffic doors closing electrical appliances.

record dialogue using a boom pole for at least two screen
productions record live sound effects on location work cooperatively in a team environment meet deadlines observe safety guidelines on set.

access to screen projects where dialogue and sound are access to industry-current sound equipment and use of culturally appropriate processes, and techniques
being recorded accessories

case studies to assess candidate's ability to deal with
challenges that typically arise in the context of recording sound on location evaluation of dialogue and sound recorded by the candidate observation of candidate recording sound on location written or oral questioning to test knowledge as listed in the required knowledge section of this unit.
CUSSOU401A Record sound CUSSOU407A Coordinate location sound recording.
CUS09 Music (Version 1.1) CUSSOU407A Coordinate location sound recording
CUSSOU407A
Unit Descriptor
Coordinate location sound recording

This unit describes the performance outcomes, skills and knowledge required to coordinate location sound-recording operations for screen productions. Well-developed understanding of how sound is used in screen productions is essential, along with the ability to work cooperatively and sensitively with performers and other production crew members. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Senior sound recordists apply the skills and knowledge described in this unit. They are responsible for ensuring that all dialogue and sound is recorded in line with technical and creative production requirements. On a low budget production they would typically be responsible for recording all sound, while on a large budget production they could be supervising sound recordists and monitoring the quality of recorded sound from a mixing desk.
No sector assigned
Unit Sector
ELEMENT 1. Clarify recording requirements
Participate in pre-production meetings with relevant personnel to determine scope of recording required Plan recording with reference to scripts and other production documentation Organise script extracts for sound recordists as required Visit all locations to identify issues or problems that might arise in the context of recording sound and plan accordingly Prepare a team work plan as required and brief personnel accordingly Ensure the selection of sound equipment and accessories meets production requirements Ensure recording devices have sufficient capacity for expected duration of recordings Ensure adequate supply of consumables is available for duration of sound recordings Check that sound equipment and accessories are in working order prior to shoots Negotiate with relevant personnel prior to shoots to ensure that recorded sound will meet post-production requirements Ensure that sound equipment and accessories are rigged according to safety, and technical and production requirements
2. Prepare for location recording
2.1 2.2 2.3 2.4 2.5
3. Monitor location sound recording
3.1 3.2 3.3
Participate in technical run-throughs or rehearsals to determine optimum positioning of boom and other microphones for recording dialogue and sound effects Monitor the quality of sound being recorded and request additional takes as required Provide advice to and supervise sound recordists as required Ensure that recordings are saved in the appropriate format and logged/filed in line with organisational procedures Ensure that safety copies or backups are made in line with organisational procedures Ensure that sound equipment and accessories are de-rigged, checked and cleaned appropriately Ensure that locations are clean and restored to their pre-recording condition Provide feedback to team members as required Evaluate own performance against technical and creative criteriaand note areas for improvement
4.1 4.2 4.3 4.4 4.5 4.6
Required skills
communication and teamwork skills sufficient to: work cooperatively with camera and lighting operators and others involved in film supervise sound-recording personnel respond appropriately to requests from performers treat performers sensitively and with respect when requesting additional sound takes
shoots
numeracy skills sufficient to calculate duration and capacity of recording media at
learning skills sufficient to maintain currency of knowledge of recording equipment literacy skills sufficient to read and interpret scripts and production documentation planning and organisational skills sufficient to: prioritise work tasks meet deadlines initiative and enterprise skills in the context of: finding creative solutions to sound-recording challenges demonstrating a precise attention to detail problem-solving and self-management skills sufficient to: apply critical-listening skills to sound recordings to identify faults in recording comply with on-set protocols work effectively under pressure technology skills sufficient to: use a variety of sound-recording equipment manage file structures to ensure compatibility with syncing and editing
various speed/sample rates upgrades
make regular backups Required knowledge

roles and responsibilities of film and television production personnel on-set protocols well-developed understanding of how sound is used in film productions, including the well-developed understanding of sound post-production requirements principles and techniques of recording sound for screen productions, including: picture and sound synchronisation creating a sense of audio continuity interaction with camera and lighting crew principles of sound, in particular direct versus reflected sound, sound perspective operational principles of microphones, including microphone placement operational/technical limitations of recording media acceptable compromises when it comes to the quality of captured sound potential for parallax errors when operating side-on to the sound source cues and how to respond to them recording formats and technical standards timecode levels and standards in analogue and digital applications issues and challenges that typically arise in the context of coordinating location sound OHS principles of safe listening, including safeguards against hearing loss
interrelationship of dialogue, sound effects and musical elements
recording
relevant sections of the Safety Guidelines for the Entertainment Industry

director producer director of photography production manager first assistant director (1 st AD) sound supervisor sound designer sound recordist boom operator sound engineer performer actor camera operator lighting crew art department wardrobe department make-up artist. production schedules budgets scripts storyboards shot lists.
hard disk recorders headphones batteries microphones, including: dynamic condenser radio omnidirectional cardioid hyper-cardioid figure of eight shotgun microphone accessories, including: tripod windscreens boom pole, including: aluminium carbon fibre fisher hand-held perambulator remote panner cables, including: balanced unbalanced cable extensions clips connectors, including: female male XLR housing pop filters shock mounts stands, including: desk floor gooseneck amplifiers mixers speakers.
feature films documentaries short films and videos animation corporate videos training films and videos drama programs variety and lifestyle programs news and current affairs music videos recordings of live productions commercials print advertisements. CDs DVDs memory cards batteries masking tape, marker pens and labels cue sheets. sync FX location sound (atmos) additional dialogue file management systems.
Post-production requirements may include:
Positioning may involve:
ensuring that boom and microphone are out of the frame
of the camera placing boom and microphone overhead miking from below mounting boom and microphone on a dolly determining movement of boom and microphone during recording of shots ensuring that position of the microphone, mounts, their shadows and reflections are as unobtrusive as possible ensuring that extraneous and unwanted noises are not captured ensuring that boom and microphone are not safety hazards placing multiple microphones in different positions to capture sound perspective of effects being recorded.

plan sound-recording operations for screen productions monitor the quality of sound recording on location in line work cooperatively in a team environment meet deadlines observe safety guidelines on set.
with production requirements

access to screen projects where dialogue and sound are
being recorded access to industry-current sound equipment and accessories use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.

case studies to assess candidate's ability to deal with
challenges that typically arise in the context of coordinating location sound recording evaluation of dialogue and sound recorded by and/or under the supervision of the candidate evaluation of work plans prepared by the candidate observation of candidate monitoring sound-recording operations on location written or oral questioning to test knowledge as listed in the required knowledge section of this unit.
CUSSOU401A Record sound CUSSOU406A Record sound on location.
CUS09 Music (Version 1.1) CUSSOU501A Develop sound designs
CUSSOU501A
Unit Descriptor
Develop sound designs

This unit describes the performance outcomes, skills and knowledge required to develop sound designs from production briefs. Thorough understanding of the physical nature of sound is essential, along with research and creative-thinking skills to develop a range of options in response to design briefs. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Sound designers apply the skills and knowledge described in this unit. They work in live theatre, film, television and radio and are responsible for collaborating with other creative personnel to develop the overall sound or musical identity of productions. Skills associated with managing the process of sound design are covered in:
CUSSOU601A Manage production of sound designs.
Unit Sector
No sector assigned
ELEMENT 1. Interpret and confirm sound design briefs
Participate in preliminary concept meetings with relevant personnel to discuss creative and technical sound requirements of productions Continue liaison with relevant personnel until all sound requirements have been confirmed in the context of overall production requirements Identify and confirm additional personnel needed to fulfil the sound design brief Identify and document the sound sources specified in the design brief to determine the content, quality and duration of the required sound components Determine and where necessary document the creative and resource requirements for each sound component Confirm and document the role of personnel required for the process of developing sound design projects Cultivate and create an energy and environment that will promote the generation of ideas among team members and provide the motivation and incentive to bring ideas to fruition Gather information from a variety of sources and generate, explore and record a range of ideas and options as a creative base for developing the required sound design Transform and manipulate the ideas generated and select those ideas that have the most potential for technical and creative development of the required sound design
2. Break down components of sound design briefs
2.1 2.2 2.3
3. Experiment with sound components to express ideas
3.1
3.2
3.3
4. Assess creative ideas
4.1
4.2
Contemplate and consider the ideas selected from the creative base, reflecting on and evaluating their viability, cost, technical feasibility and suitability to meet the requirements of the design brief Continuously evaluate and verify creative ideas for the components of the design brief based on the overall sound design concept Develop sound design concepts taking into consideration the brief and the ideas generated Determine the relevant sound components required to implement the sound design in line with creative and technical requirements Establish a clear relationship between the use and integration of sound components and the function, context and objectives of the work to determine the sound design As required, hold ongoing discussions with relevant personnel to consider, confirm and incorporate additional or changed production requirements and new ideas to achieve best sound design concept Present the sound design in a specification that best conveys the concept to relevant personnel, including those responsible for implementing the design Confirm final design concept with relevant personnel to ensure that implementation is consistent with the design and that potential difficulties are addressed Discuss and obtain agreement from relevant personnel on evaluation techniques to evaluate the completed sound design Focus the evaluation on whether the sound design meets all aspects of the design brief, and on the viability of the implementation plan Obtain detailed information and opinions from legitimate sources and document results for evaluation Communicate results of evaluation to relevant personnel and use results to improve future practice
5. Design sound elements
5.1 5.2 5.3 5.4
5.5 5.6
6. Evaluate completed sound 6.1 designs 6.2 6.3 6.4
Required skills
research skills sufficient to locate and use relevant sources of sound and information to communication and literacy skills sufficient to: read and interpret design briefs write reports documenting the design concept evaluation develop sound design concept specifications initiative, enterprise and creative skills sufficient to: listen critically to and continuously evaluate aspects of sound to fulfil and exceed the
respond to creative requirements of sound design briefs
requirements of sound briefs interpret music appropriately to ensure a sympathetic and appropriate approach to sound production think laterally when developing concepts shape music and sound imaginatively communicate the production vision and concept within the constraints of production requirements problem-solving, planning and organisational skills sufficient to: prioritise work tasks meet deadlines build contingencies into sound designs provide appropriate and timely documentation teamwork skills sufficient to work cooperatively with and provide leadership to personnel involved in sound design and implementation technology skills sufficient to work with a variety of sound recording, production and playback equipment Required knowledge
well-developed understanding of psychoacoustic principles, including: spatial hearing direct sound early sound reverberant sound studio and control room design ergonomics techniques for developing concepts and enhancing innovation, such as brainstorming techniques for conducting evaluations of concept designs industry knowledge, including: musical styles, forms, elements, systems, practices and customs styles of musical interpretation and sound production relevant musical terminology varied characteristics of sound in a range of recording and performance environments physics and physical nature of sound copyright legislation and permissions issues and challenges that typically arise in the context of developing sound designs
and mind mapping
clients artists, musicians and performers audio personnel: sound engineers sound technicians sound editors sound designers sound effects personnel post-production editors foldback mixers front-of-house mixers recordists re-recording mixers audio stagehands broadcasters broadcast engineers directors producers photographers program managers stage managers floor managers film/video crew.
live performance or event commercial print advertisement corporate video feature film and/or video filmed event and/or performance interactive media product internet production electronic game production music recording and/or video promotional trailer radio broadcast short film and/or video television program training film and/or video voice-over.
technical creative artistic attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style. dialogue and voice-overs special effects music walla ambient sound atmospheric sound foley. pre-mix scripts mixing sheets track sheets de-noising documents cue sheets dubbing sheets queries notes manuals. dubbing charts cue sheets scripts storyboards scores oral descriptions recording formats.
Specifications may include:
Evaluation techniques may include:
interviews surveys questionnaires focus groups demographic data feedback reviews evaluation may include: clients stakeholders audience project personnel specialists.

develop at least three sound designs that: fulfil the requirements of design briefs combine a mix of sound sources develop specifications that clearly communicate sound work effectively as a member of a sound design team.
design concepts to relevant personnel

access to a range of industry-current equipment as listed access to sound briefs for a range of productions use of culturally appropriate processes, and techniques

evaluation of sound designs documented by the
candidate and of their quality in terms of meeting creative briefs written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies to assess ability to develop sound designs for different types of productions or events observation or recordings of team meetings where the candidate is presenting and seeking feedback on sound design concepts.
CUSSOU503A Implement sound designs CUSSOU504A Create a final sound balance.
CUS09 Music (Version 1.1) CUSSOU502A Produce sound recordings
CUSSOU502A
Unit Descriptor
Produce sound recordings

This unit describes the performance outcomes, skills and knowledge required to produce a musical recording. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Music producers and sound engineers apply the skills and knowledge described in this unit. They are responsible for working collaboratively and creatively with artists and performers to produce musical recordings which can be distributed through record companies and in a range of media, such as television, film, video and the internet. Even though their particular focus is on performers and their skills to produce a creative work, they are responsible also for the quality and balance of the final recording. In addition, they need a range of musical, technical, personal, business and management skills. Skills associated with managing the process of sound recordings are covered in:
CUSSOU602A Manage production of sound recordings.
Unit Sector
No sector assigned
ELEMENT 1. Confirm concept for recording project
Apply knowledge of commercial music trends, market niches, new musical styles and artists to develop the musical vision and concept for a recording project Establish and discuss production requirements with relevant personnel Apply musicianship knowledge and awareness of sound design possibilities to develop the underlying artistic style and creative concept for the recording Discuss and confirm vision for sound concepts with relevant personnel to achieve consensus on artistic values and agreed project outcomes Address copyright requirements to ensure that the recording process and product comply with legislation
2. Confirm recording project arrangements
2.1 2.2 2.3 2.4 2.5
Confirm repertoire, artists, project vision and operational details in consultation with relevant personnel In collaboration with artists, ensure that adequate time and facilities are provided to achieve the agreed performance standard within time and budget constraints Plan and agree on communication processes and time schedules with artists and technical production personnel Ensure that time schedules are drawn up and distributed to each artist for all proposed rehearsal and recording sessions Liaise with technical staff regarding appropriate recording sites Confirm that sessions are scheduled to allow adequate rehearsal and sound testing prior to main recording sessions Ensure recording site, sound equipment and recording formats are appropriate for the media and project requirements Communicate criticism of performers' work in a balanced, constructive and supportive manner that includes positive and achievable options for meeting desired artistic goals Ensure that individual perspectives are considered and conflicting requirements are recognised and constructively negotiated Continuously monitor all aspects of the recording and ensure that any necessary adjustments are made in line with creative and technical requirements Collaborate with relevant personnel to ensure that sound balances are artistically appropriate Discuss and obtain agreement on evaluation techniques for evaluating the recording process and completed product Seek and obtain feedback from relevant personnel to assess the recording process and product Evaluate own role in the production of recordings and note areas for improvement Use evaluation results to improve future practice
3. Manage recording sessions
3.1 3.2 3.3 3.4 3.5 3.6
4. Evaluate the recording process and product
4.1 4.2 4.3 4.4
Required skills
communication and teamwork skills sufficient to: interpret and clarify written proposals and creative briefs understand artists' requirements work effectively with artists and sound engineers work constructively with group dynamics identify and deal effectively with conflict direct and monitor the work of others listening skills sufficient to: use aural imagination to develop coherent and innovative artistic sound outcomes discriminate and enhance texture and tone colour in line with objectives understand appropriate intonation, dynamics, phrasing, rhythm and expression to listen critically to the creative and technical work of others listen critically to and adjust performance of others to achieve the required sound continuously evaluate and adjust the production of musical work
within the scope of planned artistic and commercial objectives produce the required sound
planning and organisational skills sufficient to: clarify roles work within budgets and timeframes plan recording projects use time-management strategies to set priorities develop systems for required documentation initiative, enterprise and creative skills sufficient to: demonstrate artistic leadership use innovative approaches to recording to enhance the interpretation and
performance of music or to create new possibilities through artistic and technical effects interpret music appropriately to ensure a sympathetic and appropriate approach to sound production technical skills sufficient to apply knowledge of acoustics: in sound production to recording projects to instruments/voices in placements and settings for sound balance in recording Required knowledge
well-developed understanding of psychoacoustic principles, including: spatial hearing direct sound early sound reverberant sound studio and control room design ergonomics industry knowledge, including: varied characteristics of sound in a range of recording and performance environments musical repertoire, styles, forms, systems, practices and customs appropriate styles of musical interpretation and sound production relevant musical terminology features and characteristics of a range of instruments performance customs of music genres relevant to selected area of music recording
sound understanding of recording techniques, such as: microphone and instrument/voice placement application of effects mixing sound sources issues and challenges that typically arise in the context of producing sound recordings
issues and challenges that arise in the context of producing musical recordings
copyright law and permissions

Recording projects may be for:
solo artists solo artists with backing groups/ensembles vocal vocal and instrumental instrumental, acoustic and/or electronic. technical creative artistic attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style.
clients artists, musicians and performers directors producers post-production personnel program managers sound designers and editors video and sound recorders audio personnel: sound engineers sound technicians sound editors sound designers sound effects personnel recordists re-recording mixers broadcasters broadcast engineers.

Copyright requirements may include:
provisions of current Copyright Act copyright permission procedures attribution moral rights and performer's rights negotiating with copyright organisations, such as: owners of copyright: publishers, composers, etc. Australasian Performing Rights Association (APRA) Phonographic Performance Company of Australia Limited (PPCA) Australasian Mechanical Copyright Owners Society (AMCOS) Copyright Agency Limited (CAL) archives. dubbing theatre on location, including interior and exterior outside broadcast post-production studio recording studio sound stage.
Recording site may include:
amplifiers analogue to digital converters cables compact disc (CD) and digital versatile disc (DVD) players and burners computer technology and associated software recording devices: hard disk recorder, e.g. digital audio workstation (DAW) digital audiotape recorder, e.g. S-DAT and R-DAT digital videotape recorder (DVTR) mini disc recorder (MD) modular digital multi-track recorder (MDM) digital audio players, such as: iPod MP3 headphones microphones and accessories mixing consoles and desks monitors and speakers signal processors and plug-ins. quarter inch audiotape WAV AIFF Apple Lossless WMA MP3 Vorbis ATRAC AAC. radio video CD DVD computer hard drive internet mobile device film.
Media may include:
interviews surveys questionnaires focus groups demographic data feedback reviews evaluation may include: clients record companies stakeholders audience project personnel specialists.

produce at least two sound recordings that demonstrate: well-developed critical-listening and
demonstrates knowledge of musicianship, repertoire, recording techniques and an awareness of sound design possibilities work creatively, collaboratively and constructively with performers to produce a sound recording.
a creative and appropriate musical concept that
aural-discrimination skills

access to: relevant instruments and equipment scores, charts or other written music resources participants, such as performers and technical crew appropriate recording facilities with adequate space use of culturally appropriate processes, and techniques
and acoustic qualities

observation of a recording session where the candidate is written or oral questioning to test knowledge as listed in authenticated musical recordings where the candidate authenticated samples of project plans prepared by the
the producer
the required knowledge section of this unit was the producer
candidate case studies and scenarios as a basis for discussion about issues and challenges that arise in the context of producing musical recordings.
BSBPMG510A Manage projects CUFCMP501A Manage and exploit copyright CUSSOU504A Create a final sound balance CUSSOU603A Manage production of sound recordings.
arrangements
CUS09 Music (Version 1.1) CUSSOU503A Implement sound designs
CUSSOU503A
Unit Descriptor
Implement sound designs

This unit describes the performance outcomes, skills and knowledge required to implement sound designs. Thorough understanding of a wide range of sound equipment and sound effects is required, along with the ability to supervise others, including sound mixers, sound editors and other studio technicians. The ability to solve problems that arise in the context of implementing sound designs is essential. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Sound engineers or producers apply the skills and knowledge described in this unit. They work in live theatre, film, television and radio and are responsible for collaborating with other creative and technical personnel to implement sound designs. Skills associated with managing the process of sound design are covered in:
CUSSOU601A Manage production of sound designs.
Unit Sector
No sector assigned
ELEMENT 1. Confirm sound-design specifications
In consultation with relevant personnel confirm sound-design specifications, ensuring that they meet production requirements Identify and confirm personnel needed to meet production briefs Confirm requirements with regard to content, quality and duration of sound components Identify and meet copyright requirements Hold ongoing discussions with relevant personnel to consider, confirm and incorporate additional or changed production requirements and new ideas as required
2. Oversee the sound-production process
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8
Devise and/or obtain sound components to meet creative and technical requirements according to sound-design specifications Ensure that sound effects are recorded as required Ensure that the manipulation of sound components achieves the desired sonic finish and style Identify any changes to sound components in conjunction with relevant personnel Obtain feedback from relevant personnel about work in progress and modify as required Provide direction, advice and assistance to technical staff as required Ensure that the final product is delivered in the required format for playback media Make backup copies of recordings in line with enterprise procedures Ensure that documentation is prepared and updated as required Ensure that recorded masters, version copies and backups are logged, labelled and stored in a secure and safe place In consultation with relevant personnel, identify aspects of sound-design implementation that worked well and those that could be improved Evaluate own role in operations and note areas for improvement Provide feedback to team members on their performance as required Document evaluation of operations in line with enterprise procedures
3. Finalise operations
3.1 3.2 3.3 3.4 3.5 3.6
Required skills
literacy skills sufficient to: read and interpret sound design concept specifications write reports documenting the evaluation of the sound-design implementation initiative, enterprise and creativity in the context of: listening critically to sound recordings and continuously evaluating and adjusting the
sound balance using aural imagination to develop coherent and innovative artistic sound outcomes within the scope of productions accurately identifying and enhancing the characteristics of sound sources listening critically to the creative and technical work of others communication skills sufficient to: communicate the production vision and concept within the constraints of production requirements provide feedback to recording personnel on appropriate recording and production techniques clearly explain/offer suitable alternatives when production recording difficulties cannot be resolved within operational constraints planning and organisational skills sufficient to prioritise work tasks and meet deadlines problem-solving skills sufficient to promptly and effectively rectify performance, performance environment and other technical issues that may affect the implementation of sound-design specifications teamwork skills sufficient to work cooperatively with and provide leadership to personnel involved in sound-design implementation technology skills sufficient to work with a variety of sound recording, production and playback equipment
self-management skills sufficient to provide appropriate and timely documentation Required knowledge
well-developed understanding of psychoacoustic principles, including: spatial hearing direct sound early sound reverberant sound studio and control room design ergonomics industry knowledge, including: varied characteristics of sound in a range of recording and performance environments operational knowledge of a range of sound recording, production and playback
equipment understanding compatibility in mono, stereo or multi-channel systems principles and techniques involved in achieving a simultaneous balance computer technologies relevant to sound production copyright legislation and permissions styles of musical interpretation and sound production relevant musical terminology well-developed knowledge of recording techniques, such as: microphone and instrument/voice placement application of special effects

issues and challenges that typically arise in the context of implementing sound designs
mixing sound sources

clients artists, musicians and performers directors producers post-production personnel program managers sound designers and editors video and sound recorders audio personnel: sound engineers sound technicians sound editors sound designers sound effects personnel post-production editors foldback mixers front-of-house mixers recordists re-recording mixers audio stagehands broadcasters broadcast engineers stage managers floor managers film/video crew.
technical creative artistic attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style. live performance or event commercial print advertisement corporate video feature film and/or video filmed event and/or performance interactive media product internet production electronic game production music recording and/or video promotional trailer radio broadcast short film and/or video television program training film and/or video voice-over. dialogues and voice-overs special effects music walla ambient sound atmospheric sound foley.
Sound components are sound sources specified in designs and may include:
provisions of current Copyright Act copyright permission procedures attribution moral rights and performer's rights negotiating with copyright organisations, such as: owners of copyright, e.g. publishers, composers Australasian Performing Rights Association (APRA) Phonographic Performance Company of Australia Limited (PPCA) Australasian Mechanical Copyright Owners Society (AMCOS) Copyright Agency Limited (CAL) archives. dubbing charts cue sheets scripts storyboards scores oral descriptions recording formats. quarter inch audiotape WAV AIFF Apple Lossless WMA MP3 Vorbis ATRAC AAC. radio video CD DVD computer hard drive internet mobile device film. pre-mix scripts mixing sheets track sheets de-noising documents cue sheets dubbing sheets queries notes manuals.
Media may include:

implement sound designs on at least two occasions that
creatively and technically meet sound-design specifications work creatively and collaboratively with others on implementing sound designs. Assessment must ensure:
access to productions that require the implementation of use of culturally appropriate processes, and techniques
sound designs

evaluation of sound aspects of productions implemented
by candidate and of their quality in terms of meeting specifications written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies to assess ability to implement sound designs for different types of productions or events authenticated recordings of productions where the candidate implemented sound designs.
arrangements CUSSOU401A Record sound CUSSOU407A Coordinate location sound recording CUSSOU501A Develop sound designs CUSSOU504A Create a final sound balance.
CUS09 Music (Version 1.1) CUSSOU504A Create a final sound balance
CUSSOU504A
Unit Descriptor
Create a final sound balance

This unit describes the performance outcomes, skills and knowledge required to create a final sound balance for a production. Thorough understanding of a wide range of sound equipment and techniques for mixing and recording sound is required, along with the ability to supervise others, including engineers, sound mixers, sound editors and other studio technicians. The ability to solve problems that arise in the context of creating a final sound balance is essential. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Sound producers apply the skills and knowledge described in this unit. They work in live theatre, film, television and radio and are responsible for collaborating with other creative and technical personnel to create a final sound balance. Productions may be recorded or produced live.
No sector assigned
Unit Sector
ELEMENT 1. Assess sound sources for simultaneous balance
Assess the compatibility of sound sources for productions Discuss creative possibilities for achieving the simultaneous balance with relevant personnel Propose options for meeting production requirements to relevant personnel as required Collaborate effectively with others during the assessment process Explore creative possibilities of sound sources and seek agreement on best options with relevant personnel Take account of relevant information contained in production documentation when developing options In consultation with relevant personnel ensure that the position and blend of sound sources meet artistic/creative requirements
2. Identify creative and artistic possibilities
2.1 2.2 2.3
3. Direct the final mix
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9
Ensure that the relative levels of sound sources conform to loudness parameters Ensure that transitions between sound sources are technically accurate and artistically appropriate Adapt and adjust balance techniques to meet production requirements Confirm that the sound balance and characteristics of sound are artistically and technically appropriate Identify and remedy problems promptly as required to minimise disruption to the production process Ensure that the level of the composite signal is within technical limits and the desired dynamic range Work sensitively and constructively with relevant personnel to achieve best production outcomes Apply critical listening throughout production to ensure that sound quality meets production requirements Complete all work to meet production requirements and ensure that the work environment is cleaned and ready for the next user In consultation with relevant personnel identify aspects of the process of creating the final sound balance that worked well and those that could be improved Evaluate own role in operations and note areas for improvement Provide feedback to team members on their performance as required Document evaluation of operations in line with enterprise procedures
4. Evaluate completed audio master
4.1 4.2 4.3 4.4
Required skills
literacy skills sufficient to: read and interpret recording documentation write reports documenting the production process initiative, enterprise and creativity in the context of: listening critically to continuously evaluate and adjust the sound balance using aural imagination to develop coherent and innovative artistic sound outcomes accurately identifying and enhancing the characteristics of sound sources listening critically to the creative and technical work of others
within the scope of productions
communication skills sufficient to: communicate the production vision and concept within the constraints of the provide feedback to recording personnel on appropriate recording and production
production requirements
techniques clearly explain/offer suitable alternatives when production recording difficulties cannot be resolved within operational constraints planning and organisational skills sufficient to prioritise work tasks and meet deadlines problem-solving skills sufficient to promptly and effectively rectify performance, performance environment and other technical issues that may affect the achievement of a simultaneous sound balance teamwork skills sufficient to work cooperatively with and provide leadership to personnel involved in creating the final sound balance technology skills sufficient to work with a variety of sound recording, production and playback equipment
self-management skills sufficient to provide appropriate and timely documentation Required knowledge
well-developed understanding of psychoacoustic principles, including: spatial hearing direct sound early sound reverberant sound studio and control room design ergonomics industry knowledge, including: varied characteristics of sound in a range of recording and performance environments operational knowledge of a range of sound recording, production and playback
equipment understanding compatibility in mono, stereo or multi-channel systems principles and techniques involved in achieving a simultaneous balance computer technologies relevant to sound production styles of musical interpretation and sound production relevant musical terminology well-developed knowledge of recording techniques, such as: microphone and instrument/voice placement application of special effects mixing sound sources issues and challenges that typically arise in the context of creating a final sound balance


dialogues and voice-overs additional dialogue recording (ADR) special effects music walla ambient sound atmospheric sound foley. live performance or event commercial print advertisement corporate video feature film and/or video filmed event and/or performance interactive media product internet production electronic game production music recording and/or video promotional trailer musical theatre dance radio broadcast short film and/or video television program training film and/or video voice-over.
clients artists, musicians and performers directors producers post-production personnel program managers sound designers and editors video and sound recorders audio personnel: sound engineers sound technicians sound editors sound designers sound effects personnel post-production editors foldback mixers front-of-house mixers recordists re-recording mixers audio stagehands broadcasters broadcast engineers stage managers floor managers film/video crew. technical creative artistic attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style.
pre-mix scripts mixing sheets track sheets cue sheets dubbing sheets queries notes manuals. level frequency mono/stereo/5.1 surround sound spatial position/image balance tonal quality perspective acoustic dynamic range. dubbing theatre on location, including interior and exterior outside broadcast post-production studio recording studio sound stage.
Characteristics of sound may include:

create final sound balances on at least two occasions
that: demonstrate well-developed critical-listening and aural-discrimination skills meet creative and artistic requirements work creatively, collaboratively and constructively in a team environment, including providing leadership to others.

access to a range of industry-current equipment as listed access to a range of productions use of culturally appropriate processes, and techniques

evaluation of final sound balances created by candidate written or oral questioning to test knowledge as listed in case studies to assess ability to create final sound
and of their quality in terms of meeting specifications the required knowledge section of this unit
balances for different types of productions or events authenticated recordings of productions where the candidate created the final sound balance.

CUSSOU401A Record sound CUSSOU403A Perform advanced sound editing CUSSOU405A Mix recorded music CUSSOU501A Develop sound designs CUSSOU503A Implement sound designs.
CUS09 Music (Version 1.1) CUSSOU505A Compile music for soundtracks
CUSSOU505A
Unit Descriptor
Compile music for soundtracks

This unit describes the performance outcomes, skills and knowledge required to integrate musical elements into soundtracks for screen productions. An excellent ear for music and a broad knowledge of music styles are essential, along with good interpersonal communication skills, since music editors are sometimes called upon to help smooth out differences between composers and directors. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Music editors apply the skills and knowledge described in this unit. They work collaboratively with composers, music supervisors, screen producers and/or directors on the selection, production and recording of music for soundtracks for screen productions. At a production level, they are responsible for matching and synchronising music components.
No sector assigned
Unit Sector
ELEMENT 1. Confirm scope of soundtrack project
Liaise with relevant personnel to confirm production values and expectations in relation to the soundtrack Confirm role of all personnel involved in compiling the soundtrack for a production , including own role Identify factors that may affect the compilation of the soundtrack and plan own work accordingly Confirm studio arrangements to ensure that all resources are sufficient to meet agreed technical requirements Obtain a shot list and music components for the soundtrack and map musical events and duration to film shots Assess whether any specific equipment is needed to produce required music score in line with the shot list Ensure that required equipment is available on time to meet production requirements Check which music components are live and which are to come from other sources and ensure that all components will be available in line with production schedules
2. Determine technical and musical requirements
2.1 2.2 2.3 2.4 2.5
3. Compile soundtracks for moving image sequences
3.1 3.2 3.3 3.4 3.5
Determine moving image sequences that require theme, incidental or other music Establish routines with the director and film editor for viewing, assessing and discussing shot material Source, secure and prepare music components for the soundtrack ensuring that copyright requirements are met Monitor the acoustic quality of the soundtrack to consistently achieve the required sound Incorporate feedback from others on work in progress as required Identify and observe correct frame rate for video or film to ensure synchronisation between sound and images Match music components to screen images or sequences Confirm with relevant personnel that the quality of music/sound components aligns with overall production concept and style Modify settings or sound quality of musical components in soundtracks according to feedback and other sound elements as required Ensure the integrity of timing, sequencing, sound quality and integration with other elements of soundtracks Present completed soundtrack to relevant personnel in line with production requirements In consultation with relevant personnel identify aspects of the process of compiling music for a soundtrack that worked well and those that could be improved Evaluate the quality and success of the music soundtrack in meeting production requirements and planned outcomes Evaluate own role in operations and note areas for improvement Compare work against previous compositions to assess innovation and the development of techniques and ideas Provide feedback to team members on their performance as required Document evaluation of operations in line with enterprise procedures and use results of evaluation to improve own work practices
4. Synchronise music components of soundtracks to moving image sequences
4.1 4.2 4.3 4.4 4.5 4.6
5. Evaluate work
5.1 5.2 5.3 5.4 5.5 5.6
Required skills
research skills sufficient to locate musical components for soundtracks literacy skills sufficient to: read and interpret design briefs follow a full notated music score listening and technical skills sufficient to: make music sequencing decisions based on timeframes and beats discriminate sound texture and colour sequence sound in time with pictures for appropriate textures, harmonies, duration
and dynamics at each required point ensure soundtrack quality use sound effects and sound samples in compiling soundtrack operate industry-standard sound editing and synchronisation software communication and teamwork skills sufficient to: work cooperatively with composers, directors, producers and other artists work effectively in a production team initiative, enterprise and creativity in the context of: matching the most appropriate music to screen images in line with overall artistic vision of productions using innovative approaches to meet soundtrack requirements listening critically to continuously evaluate and adjust the sound balance listening critically to the creative and technical work of others planning and organisational skills sufficient to: work within established budgets and timeframes to achieve planned outcomes demonstrate reliability in all agreed work commitments use time-management strategies to set priorities self-management skills sufficient to: meet deadlines
provide appropriate and timely documentation Required knowledge

well-developed understanding of: principles and techniques involved in compiling music for soundtracks computer technologies relevant to compiling music for soundtracks film-making aesthetics, processes and technologies issues and challenges that typically arise in the context of compiling music for music knowledge, including: musical styles musical concepts and ideas in the context of compiling music for soundtracks typical formats for musical plans relevant musical terminology copyright law and permissions
soundtracks
client musician performer composer musical assistant music mixer music supervisor effects editor effects mixer recordist re-recording mixer audio operators and dubbing machine operator audio and sound engineer broadcaster director producer post-production editor program manager sound designer. artistic style and quality overall sound quality aligned with production vision performance quality manifested in recordings position and blend of sound sources relative levels of sound sources transitions between sound sources overall sound balance clarity of sound colour of sound sound textures timbre orchestration attack articulation dynamics melody and harmony mood/phrasing and expression.
Production values may include:
feature films documentaries animated productions short films commercials filmed events or performances music videos television productions of any type. design briefs available personnel number of people required to complete task recording requirements available resources communication requirements production values available budget provision of a quote for services complexity of soundtrack intellectual property production schedules technical considerations timelines.
Technical requirements may include:
working sympathetically with musical elements in coordinating performances of music to be included in a sourcing additional sound and effects recording a range of different types of instruments from
productions soundtrack
live and synthesised sources plotting sound to picture sequencing prescoring animatics voice-over.
music-recording equipment MIDI electronic hardware and software for generating or
orchestrating music timecode systems preamp, signal processor and compressor mixers sequencers DAT special effects devices.
technical creative artistic attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style. original music scored for screen productions music tracks music sequences samples themes temp tracks incidental music. provisions of current Copyright Act copyright permission procedures attribution moral rights and performer's rights negotiating with copyright organisations, such as: owners of copyright: publishers, composers, etc. Australasian Performing Rights Association (APRA) Phonographic Performance Company of Australia Limited (PPCA) Australasian Mechanical Copyright Owners Society (AMCOS) Copyright Agency Limited (CAL) archives.
Music components may include:

compile at least three music soundtracks that: demonstrate well-developed critical-listening and meet creative and artistic requirements meet technical requirements for screen soundtracks
aural-discrimination skills
work creatively, collaboratively and constructively in a
team environment.

access to a range of industry-current equipment as listed access to productions that require music soundtracks use of culturally appropriate processes, and techniques

evaluation of the quality of music soundtracks compiled
by candidate in terms of meeting artistic and technical requirements written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies or scenarios to discuss issues, methods and strategies in compiling music soundtracks for screen productions authenticated recordings of productions where the candidate compiled the music soundtrack.
CUFCMP501A Manage and exploit copyright CUFIND401A Provide services on a freelance basis CUSMCP501A Compose music using electronic media CUSMCP502A Compose music for screen .
arrangements
CUS09 Music (Version 1.1) CUSSOU601A Manage production of sound designs
CUSSOU601A
Unit Descriptor
Manage production of sound designs

This unit describes the performance outcomes, skills and knowledge required to manage the production of a sound design project. Well-developed planning and organisational skills are required, along with an ability to work collaboratively and creatively in a leadership role with those who contribute to the production of sound designs, e.g. artists, performers, producers and sound engineers. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Production administrators, executive producers or project managers apply the skills and knowledge described in this unit. They are responsible for managing the production of sound designs, including planning and monitoring the production, engaging specialists where required and overseeing and evaluating sound aspects of productions. They could be working in the live entertainment or screen production industries.
No sector assigned
Unit Sector
ELEMENT 1. Clarify sound design brief
Participate in preliminary concept meetings with relevant personnel to discuss sound-design specifications for productions Read and interpret sound-design specifications to determine and confirm production requirements Identify and confirm personnel required for the production Take account of financial and time constraints when planning production of sound designs Document all operational requirements needed for the production of sound designs Secure the personnel, facilities and equipment needed in a timely fashion Ensure that copyright requirements are met Contract and brief personnel as required Ensure that arrangements are in place for ongoing communication with sound designers and other relevant personnel so that artistic vision of sound designs can be achieved and resources are available when required Anticipate issues that may arise during the production of sound designs and plan accordingly
2. Plan the production of sound designs
2.1 2.2 2.3 2.4
2.5
3. Direct the production of sound designs
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8
Source and obtain all sound components necessary to fulfil creative and technical requirements of production briefs Comply with relevant OHS legislation and guidelines throughout all stages of productions Direct the final mix, including recording, mixing and/or editing sound components to achieve the desired sonic finish/style and spatial placement Obtain feedback from relevant personnel about the sound design and negotiate changes as required Deal effectively and promptly with conflicts that arise and work towards solutions that cause least disruption to production schedules Ensure that final mixdown is locked off and transferred to a suitable medium in line with production requirements Ensure that backup copies are provided for relevant personnel in the required format Maintain documentation as required through all stages of sound-design implementation Discuss and obtain agreement from relevant personnel about evaluation techniques Focus evaluations on the design-production management process and document results Evaluate own role in operations and note areas for improvement Provide feedback to team members on their performance as required Document evaluation of operations in line with enterprise procedures Communicate results to relevant personnel and use results to improve future practice
4. Finalise production of sound designs
4.1 4.2 4.3 4.4 4.5 4.6
Required skills
communication skills sufficient to: interact effectively with people with diverse interests and needs show strong leadership qualities and work closely with team members conduct effective negotiations with a wide range of production personnel, external coordinate production meetings and brief staff to achieve required outcomes identify and deal positively and constructively with conflict in a timely and collaborative well-developed planning and organisational skills sufficient to coordinate all aspects of well-developed project management skills covering both physical and human resources self-management skills sufficient to: work under pressure provide appropriate and timely documentation meet deadlines evaluate own performance initiative and flexibility when responding to unexpected changes in the production literacy skills sufficient to interpret written instructions and to prepare progress and
suppliers and service providers
manner to achieve best production outcomes
managing the production of sound designs, including working within budgets
schedule or process evaluation reports
numeracy skills sufficient to interpret, monitor and adjust budgets and cost estimates Required knowledge
meeting procedures and protocols as they relate to productions musical, artistic and technical elements associated with music productions and well-developed understanding of: administrative procedures associated with managing a production content, format and timing of different types of documentation duty of care to colleagues and general public industry knowledge, including: structure of the relevant industry sector roles and responsibilities of personnel current industry practices, e.g. industrial awards, workers' compensation and
recordings
contracts music and sound terminology sources of products, supplies and equipment impact of technology on production operations phases and practices in the production process issues and challenges that typically arise in the context of managing the production of sound designs OHS and public safety legislation and regulations as they apply to productions
clients artists, musicians and performers program managers audio personnel: sound engineers sound technicians sound editors sound designers sound effects personnel post-production editors foldback mixers front-of-house mixers recordists re-recording mixers audio stagehands broadcasters broadcast engineers directors producers photographers program managers stage managers floor managers film/video crew. dubbing charts cue sheets scripts storyboards scores oral descriptions recording formats.
Sound-design specifications may include:
feature films and videos short films and videos documentaries drama programs variety programs news and current affairs commercials print advertisements talkback programs live events and performances music programs interactive games. technical creative artistic attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style. pre-mix scripts mixing sheets track sheets de-noising documents cue sheets dubbing sheets queries notes manuals. sound materials sound sources facilities, equipment and personnel technical specifications schedules.
Operational requirements may include:
Facilities may include:
dubbing theatre on location, including interior and exterior outside broadcast post-production studio recording studio sound stage. amplifiers analogue to digital converters cables compact disc (CD) and digital versatile disc (DVD) players and burners computer technology and associated software recording devices: hard disk recorder, e.g. digital audio workstation (DAW) mini disc recorder (MD) modular digital multi-track recorder (MDM) digital audio players, such as: iPod MP3 headphones microphones and accessories mixing consoles monitors and speakers signal processors and plug-ins.
provisions of current Copyright Act copyright permission procedures attribution moral rights and performers' rights negotiating with copyright organisations, such as: owners of copyright: publishers, composers, etc. Australasian Performing Rights Association (APRA) Phonographic Performance Company of Australia Limited (PPCA) Australasian Mechanical Copyright Owners Society (AMCOS) Copyright Agency Limited (CAL) archives.

Sound components may include:
dialogue additional dialogue recording (ADR) music literal sound effects sound samples synthesised sound atmospheric sound ambient sound sound effects (FX) foley.
Media may include:
radio video CD DVD computer hard drive internet mobile device film. interviews surveys questionnaires focus groups demographic data feedback reviews evaluation may include: clients stakeholders audience project personnel specialists.

demonstrate high-level management and communication manage at a practical level the production of sound produce creative solutions within constraints of budgets
skills as a team leader designs
and resources.

access to a range of industry-current equipment as listed access to a range of productions use of culturally appropriate processes, and techniques

evaluation of sound designs, where the production was
managed by candidate, and of their quality in terms of meeting specifications written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies to assess ability to manage the production of sound designs for different types of productions or events observation or video/audio recordings of production meetings chaired by the candidate to assess team leading skills.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBFIM501A Manage budgets and financial plans BSBOHS509A Ensure a safe workplace BSBPMG510A Manage projects CUFCMP501A Manage and exploit copyright arrangements CUSSOU602A Manage production of sound recordings.

CUS09 Music (Version 1.1) CUSSOU602A Manage production of sound recordings
CUSSOU602A
Unit Descriptor
Manage production of sound recordings

This unit describes the performance outcomes, skills and knowledge required to manage the production of sound recordings. Well-developed planning and organisational skills are required, along with an ability to work collaboratively and creatively in a leadership role with those who contribute to the production of sound recordings, e.g. artists, performers, producers and sound specialists. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Production administrators, executive producers or project managers apply the skills and knowledge described in this unit. They are responsible for managing the production of sound recordings, including planning and monitoring rehearsals and recording sessions, engaging specialists where required and overseeing and evaluating the quality of finished recordings. They could be working in the live entertainment or screen production industries.
No sector assigned
Unit Sector
ELEMENT 1. Clarify sound-recording brief
1.2 1.3
Participate in production meetings with relevant personnel to confirm the vision, sound concepts, production values and expected outcomes for recording projects Confirm production requirements Finalise and confirm repertoire, artists and operational details for recording projects in consultation with relevant personnel Identify and confirm production staff requirements and recruit personnel needed for recording projects Ensure artists are secured, confirmed and contracted as required Identify and secure appropriate venues and resources for rehearsal and recording sessions Ensure that contracts required for staff and venues are finalised
2. Organise resources
2.1 2.2 2.3 2.4
3. Prepare for production of sound recordings
3.1
3.2 3.3 3.4 3.5 3.6 4. Manage recording sessions 4.1 4.2 4.3 4.4
Ensure that arrangements are in place for ongoing communication with relevant personnel so that artistic vision can be achieved and resources are available when required Ensure that accurate rehearsal and recording session schedules are drawn up and distributed to relevant personnel Ensure that a project schedule for production meetings is finalised and distributed to each technical team member Anticipate issues that may arise during the production of sound recordings and plan accordingly Ensure that the technical team is fully briefed on operations, production valuesand contingency plans Comply with relevant OHS, copyright and other legal requirements Ensure that communication in sessions and production meetings is comprehensive and constructive and that documentation is completed correctly Ensure that all production resources and requirements are in place for recording sessions and other associated activities Communicate systematically with the producer/director to verify and maintain the required production quality Communicate with and direct production staff constructively and consistently through prerecording, recording and post-production to achieve agreed production values Comply with agreed quality, time and budget constraints at all stages of the production Ensure that agendas for production meetings are planned and circulated to all relevant parties in advance and that discussion of concerns is encouraged to establish and achieve planned artistic outcomes Ensure that individual perspectives are considered and conflicting requirements are recognised and constructively negotiated In collaboration with relevant personnel, ensure that the quality of musical and technical preparation is maintained throughout the production and take action as required Ensure that all components of post-production mix meet agreed production values Facilitate continuing input from artists and director/producer into the post-production process and take remedial action as required Ensure that the physical components of post-production are delivered correctly and in the required formats
4.5 5. Maintain effective 5.1 communication with production staff and artists 5.2 5.3
6. Manage post-production
6.1 6.2 6.3
7. Evaluate production of sound recordings
7.1 7.2 7.3 7.4 7.5
Discuss and obtain agreement from relevant personnel about evaluation techniques Focus evaluations on the way the process of managing sound recordings was handled and document results Evaluate own role in operations and note areas for improvement Provide feedback to team members on their performance as required Document evaluation of operations in line with enterprise procedures
Required skills
communication skills sufficient to: interact effectively with people with diverse interests and needs show strong leadership qualities and work closely with team members conduct effective negotiations with a wide range of production personnel, and external coordinate production meetings and brief staff to achieve required outcomes identify and deal positively and constructively with conflict in a timely and collaborative well-developed planning and organisational skills sufficient to coordinate all aspects of well-developed project management skills covering both physical and human resources self-management skills sufficient to: work under pressure provide appropriate and timely documentation meet deadlines evaluate own performance initiative and flexibility when responding to unexpected changes in the production literacy skills sufficient to interpret written instructions and to prepare progress and
manner to achieve best production outcomes
managing the production of sound recordings, including working within budgets
schedule or process evaluation reports
numeracy skills sufficient to interpret, monitor and adjust budgets and cost estimates Required knowledge
meeting procedures and protocols as they relate to productions musical, artistic and technical elements associated with music productions and well-developed understanding of: administrative procedures associated with managing the production of sound content, format and timing of different types of documentation duty of care to colleagues and general public
recordings
recordings
industry knowledge, including: structure of the relevant industry sector roles and responsibilities of personnel current industry practices, e.g. industrial awards, workers' compensation and
contracts music and sound terminology sources of products, supplies and equipment impact of technology on production operations phases and practices in the production process issues and challenges that typically arise in the context of managing the production of sound recordings OHS and public safety legislation and regulations as they apply to sound-recording projects
clients record companies artists, musicians and performers program managers audio personnel: sound engineers sound technicians sound editors sound designers sound effects personnel post-production editors foldback mixers front-of-house mixers recordists re-recording mixers audio stagehands broadcasters broadcast engineers directors producers photographers program managers stage managers floor managers film/video crew. artistic quality overall sound quality aligned with production vision performance quality manifested in the recording position and blend of sound sources relative levels of sound sources transitions between sound sources overall sound balance clarity of the sound colour of sound sound textures. solo artists solo artists with backing groups/ensembles instrumental, acoustic and/or electronic vocal vocal and instrumental recording live performances.
Productionvalues may include:
Recordingprojects may involve:
technical creative artistic attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style. dubbing theatre on location, including interior and exterior outside broadcast post-production studio recording studio sound stage.
Venues may include:
provisions of current Copyright Act copyright permission procedures attribution moral rights and performer's rights negotiating with copyright organisations, such as: owners of copyright: publishers, composers, etc. Australasian Performing Rights Association (APRA) Phonographic Performance Company of Australia Limited (PPCA) Australasian Mechanical Copyright Owners Society (AMCOS) Copyright Agency Limited (CAL) archives.

pre-mix scripts mixing sheets track sheets de-noising documents cue sheets dubbing sheets queries notes manuals.
quarter inch audiotape WAV AIFF Apple Lossless WMA MP3 Vorbis ATRAC AAC. interviews surveys questionnaires focus groups demographic data feedback reviews evaluation may include: clients stakeholders audience project personnel specialists.

demonstrate high-level management and communication manage at a practical level the production of sound produce creative solutions within constraints of budgets
skills as a team leader
recordings to meet desired production values and resources.

access to a range of industry-current equipment and access to a range of recording projects use of culturally appropriate processes, and techniques
facilities as listed in the range statement

evaluation of sound recordings, where the production was
managed by candidate, and of their quality in terms of meeting specifications written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies to assess ability to manage the production of sound recordings for different types of recording projects observation or video/audio recordings of production meetings chaired by the candidate to assess team leading skills.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBFIM501A Manage budgets and financial plans BSBOHS509A Ensure a safe workplace BSBPMG510A Manage projects CUFCMP501A Manage and exploit copyright arrangements CUSSOU601A Manage production of sound designs.

CUS09 Music (Version 1.1) CUSWRT501A Write about music
CUSWRT501A
Unit Descriptor
Write about music

This unit describes the performance outcomes, skills and knowledge required to write about a range of music-related topics. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People applying the skills and knowledge outlined in this unit would be expected to write both original and non-narrative music content for a range of purposes. Often they would be working as freelance writers or journalists. Typical writing briefs could include creating program notes for recitals or other performances, reviews and/or critiques of live and recorded music performances, as well as music editorials and music commentary pieces for a range of media.
Unit Sector
No sector assigned
ELEMENT 1. Prepare to write material
In consultation with relevant personnel , confirm the type of written material required Identify factors that may impact on the writing assignment and plan accordingly Determine style or tone appropriate to the publication for which written material is being produced Discuss plans or preliminary ideas with relevant personnel as required Use appropriate information sources to gather background material Conduct interviews with people to gather information as required Review information gathered to determine the best approach to writing assignments Discuss results of research, ideas and proposed approach with relevant personnel as required Ensure that language and writing style are suited to the target audience and publication Ensure that specialised vocabulary is appropriate to the context of the brief and subject matter Ensure that work is proofed and edited to the standard required Present a draft for review by relevant personnel Adjust work as required and present final draft in the agreed manner and timeframe Evaluate writing process, assessing own performance and noting areas for future improvement
2. Research topic
2.1 2.2 2.3 2.4
3. Write material
3.1 3.2 3.3 3.4 3.5 3.6
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written and verbal instructions write content in a style appropriate to target users and audience communicate information to specific audiences structure text-based content effectively for target audiences and delivery format respond positively to constructive feedback conceptual skills sufficient to generate a range of text-based content ideas in response initiative and enterprise skills in the context of empathising with the creative work of technical skills sufficient to: proficiently use word-processing tools check and proofread written content using manual and automated systems self-management and planning skills sufficient to: prioritise work tasks source information and reference material in a timely fashion meet deadlines
to a brief
composers and performers

industry knowledge, including: roles and responsibilities of project team members issues and challenges that arise when writing about music the way readers scan and read written material writing and communication principles for the relevant medium writing and presentation techniques for the relevant medium sound knowledge of grammar and punctuation media laws sufficient to identify defamation and obscenity and seek expert advice on copyright clearance procedures OHS as it relates to working for periods of time on computers well-developed understanding of music-related issues, including: musical styles and genres musical form and performance conventions repertoire as it relates to relevant musical styles and genres music notation aural discrimination cultural circumstances of music performance and consumption elements of musical organisation in relation to content of written work
issues that could lead to legal action
technical processes and demands of composition and/or music performances
authors composers artists and performers broadcasters directors editors or other writers graphic designers program or event managers sound-production or recording personnel record companies producers programmers academic supervisors production managers music promoters, agents and marketers advertising agencies. music reviews and critiques programs notes for recitals or other performances music copy for interactive media products music copy for newsletters or other print media items for wikis items for the marketing and/or promotion of music products educational pieces information pieces social and/or corporate networking band or artist bios.
Types of written material may include:
expectations of target audience/readers photos or other visual material to accompany written work research requirements complexity of topic structure budget confidentiality contractual arrangements copyright clearances deadlines length editing process intellectual property location of writing assignment number of content items production schedule. dramatic entertaining formal humorous informal or casual informational.
Tone may include:
Publications may include:
books program notes corporate documents: reports newsletters marketing and promotional materials print and online publications: literary magazines journals newspapers.
music industry events, such as: performances community activities conferences conventions festivals functions trade fairs competitions and awards electronic and print media, such as: articles journals magazines news reviews industrial relations publications industry publications lifestyle and contemporary issues magazines government publications, such as: legislation policy and procedures manuals internet libraries and archives, including text, film, video, sound peak copyright organisations personal observations and experience.
and graphic
Vocabulary may relate to elements, such as:
specialised knowledge of repertoire specialised knowledge of artists critical-listening skills artistic judgement music history performance practice in a range of styles and customs music technology music texts aural recognition and comprehension of musical devices and systems, including: melody harmony timbre attack pitch tempi dynamics expression physics of music and sound production technical requirements for a range of instruments in a range of musical styles and performance contexts aural imagination and innovation musical styles and genres, such as: traditional, including European classical or traditional music of any other culture jazz world popular independent music country folk.

apply the principles of writing and communication to meet write a range of content for specific target audiences and demonstrate a sound knowledge of grammar, punctuation work collaboratively with others work under pressure and meet deadlines.
the requirements of music-writing briefs
within timeframes typical in an industry context and writing styles

access to: word-processing software variety of music-related information sources appropriate learning and assessment support when use of culturally appropriate processes, and techniques
required

evaluation of content written by the candidate in response written or oral questioning to test knowledge as listed in
to a range of briefs
the required knowledge section of this unit case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of writing about music.
BSBWRT501A Write persuasive copy CUFIND401A Provide services on a freelance basis CUSIND501A Apply music knowledge and artistic CUSMLT502A Apply concepts about the impact of music CUSMLT601A Analyse music.
judgement
CUS09 Music (Version 1.1) BSBADM307B Organise schedules
BSBADM307B
Unit Descriptor
Organise schedules
This unit describes the performance outcomes, skills and knowledge required to manage appointments and diaries for personnel within an organisation, using manual and electronic diaries, schedules and other appointment systems. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals employed in a range of work environments who provide administrative support to teams and individuals in the management of diaries, schedules and other appointment mechanisms.
No sector assigned
Unit Sector
ELEMENT 1. Establish schedule requirements
Identify organisational requirements and protocols for diaries and staff planning tools Identify organisational procedures for different types of appointments Determine personal requirements for diary and schedule items for individual personnel Establish appointment priorities and clarify in discussion with individual personnel Identify recurring appointments and deadlines, and schedule these in accordance with individual and organisational requirements Establish availability of attendees, and schedule new appointments in accordance with required time lines and diary commitments Negotiate alternative arrangements and confirm when established appointments are changed Record appointments and manage schedules in accordance with organisational policy and procedures
2. Manage schedules
2.1 2.2 2.3 2.4
Volume 1 of 1, Imported Unit 1 of 263 Commonwealth of Australia,
Required skills
communication skills to discuss and confirm requirements and priorities of others and to
question others to clarify information literacy skills to read a range of procedural texts and to write simple instructions negotiation skills to schedule appointments where there are competing demands numeracy skills to estimate time, plan accurately and keep records problem-solving skills to negotiate task distribution and timing for appointments with other members of the group time management skills to allow realistic time lines to schedule appointments.

Required knowledge
key provisions of relevant legislation from all forms of government, standards and codes
that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) relationship between satisfactorily organising another person's schedule and achieving team goals responsibility that is involved in making arrangements for others.
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.
Organisational requirements may include:
availability of information electronic linked diaries and schedules linking personal and executive diaries priority clients and personnel protocols in contacting other personnel within and outside organisation recording systems
appointment book appointment view and planner view in electronic
Planning tools may include:
scheduling systems calendar desk diary electronic calendar or diary in/out boards and whiteboards manual planners planning wall chart
Diary and schedule items may include:
conferences deadlines leave (for both immediate person and others whose
absence affects the person) meetings recurring appointments teleconferences travel
Recurring appointments may include:
board meetings committee meetings staff meetings cancelling pre-arranged appointments inserting additional appointments after a schedule has re-scheduling existing appointments
Alternative arrangements may include:
been prepared
Appointments may be recorded in:
calendar diary electronic system filing system paper system adequate time between appointments leave limit on total appointments in any one day lunch breaks OHS issues stress minimisation sufficient time to complete projects and to meet deadlines time off in lieu
Organisational policy and procedures may include:
Evidence of the following is essential:

maintaining schedules which meet individual and prioritising and negotiating competing demands.
organisational needs

access to an actual workplace or simulated environment access to office equipment and resources access to a range of diaries, planners and calendars to
record and schedule appointments.
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 by the candidate review of authenticated documents from the workplace or training environment analysis of responses to case studies and scenarios demonstration of techniques in a workplace or simulated environment review of testimony from team members, colleagues, supervisors or managers.
other general administration units.
CUS09 Music (Version 1.1) BSBADM311A Maintain business resources
BSBADM311A
Unit Descriptor
Maintain business resources

This unit describes the performance outcomes, skills and knowledge required to determine, administer and maintain resources and equipment to complete a variety of tasks. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate theoretical knowledge of business resources and their maintenance to provide technical advice and support to a team.
No sector assigned
Unit Sector
ELEMENT 1. Advise on resource requirements
Calculate estimates of future and present business resource needs in accordance with organisational requirements Ensure advice is clear, concise and relevant to achievement of organisational requirements Provide information on the most economical and effective choice of equipment, materials and suppliers Identify resource shortages and possible impact on operations Ensure resource handling is in accordance with established organisational requirements including occupational health and safety requirements Use business technology to monitor and identify the effective use of resources Use consultation with individuals and teams to facilitate effective decision making on the appropriate allocation of resources Identify and adhere to relevant policies regarding resource use in the performance of operational tasks Routinely monitor and compare resource usage with estimated requirements in budget plans Ensure acquisition and storage of resources is in accordance with organisational requirements, is cost effective and consistent with organisational timelines Acquire resources within available time lines to meet identified requirements Review resource acquisition processes to identify improvements in future resource acquisitions
2. Monitor resource usage and maintenance
2.1 2.2 2.3 2.4 2.5
3. Acquire resources
3.1 3.2 3.3
Required skills
literacy skills to read and understand organisation's policies and procedures; to write
simple instructions for a particular routine task evaluation skills to diagnose faults and to monitor resource usage problem-solving skills to determine appropriate fault repair actions numeracy skills to calculate resource expenditure technology skills to select and use technology appropriate to a task.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational resource acquisition policies, plans and procedures functions of a range of business equipment organisational procedures for record keeping/filing systems, security and safe recording practices.
Business resources may include:
equipment facilities human resources raw materials software stock and supplies
access and equity principles and practice business and performance plans defined resource parameters ethical standards goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements management and accountability channels manufacturer's and operational specifications OHS policies, procedures and programs quality and continuous improvement processes and standards quality assurance and/or procedures manuals security and confidentiality requirements decision making delegations equipment use first aid kit medical attention reporting requirements site access computer applications computers modems personal schedules photocopiers budgeting limits ordering procedures purchasing authorities recruitment and personnel time management transport/travel policies contracted supplier ordering internal approvals non-tendered processes periodic forecasts tendered processes
Occupational heath and safety requirements may include:
Business technology may include:
Policies regarding resource use may include:
Resource acquisition processes may include:

collecting and recording data on resource use observing resource use over defined and operational carrying out routine maintenance knowledge of organisational resource acquisition policies,
timeframes
plans and procedures.

access to an actual workplace or simulated environment access to office equipment and resources.
evidence and third party workplace reports of on-the-job performance by the candidate review of documentation estimating future and present business resource needs analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of equipment maintenance procedures review of information provided on the most economical and effective choice of equipment, materials and suppliers evaluation of documentation reviewing resource acquisition processes.
CUS09 Music (Version 1.1) BSBADM502B Manage meetings
BSBADM502B
Unit Descriptor
Manage meetings
This unit describes the performance outcomes, skills and knowledge required to manage a range of meetings including overseeing the meeting preparation processes, chairing meetings, organising the minutes and reporting meeting outcomes. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals employed in a range of work environments who are required to organise and manage meetings within their workplace, including conducting or managing administrative tasks in providing agendas and meeting material. They may work as senior administrative staff or may be individuals with responsibility for conducting and chairing meetings in the workplace.
No sector assigned
Unit Sector
ELEMENT 1. Prepare for meetings
Develop agenda in line with stated meeting purpose Ensure style and structure of meeting are appropriate to its purpose Identify meeting participants and notify them in accordance with organisational procedures Confirm meeting arrangements in accordance with requirements of meeting Despatch meeting papers to participants within designated time lines Chair meetings in accordance with organisational requirements, agreed conventions for type of meeting and legal and ethical requirements Conduct meetings to ensure they are focused, time efficient and achieve outcomes Ensure meeting facilitation enables participation, discussion, problem-solving and resolution of issues Brief minute taker on method for recording meeting notes in accordance with organisational requirements and conventions for type of meeting Check transcribed meeting notes to ensure they reflect a true and accurate record of the meeting, and are formatted in accordance with organisational procedures and meeting conventions Distribute and store minutes and other follow-up documentation within designated time lines, and according to organisational requirements Report outcomes of meetings as required, within designated time lines
2. Conduct meetings
2.1 2.2 2.3 2.4
3. Follow up meetings
3.1
3.2 3.3
Required skills
communication skills to: participate in sustained complex interpersonal exchanges and to interact with others listen to, incorporate and encourage feedback conduct oral presentations to a group, to consult participants and to answer questions manage and work with a group to construct an action plan chair meetings literacy skills to: categorise and organise information assess information for relevance and accuracy identify and elaborate on key agenda items and source additional information numeracy and time management skills to allow for sufficient meeting preparation problem-solving skills to choose appropriate solutions from available options.
Required knowledge
culturally appropriate techniques to communicate with people from diverse backgrounds
and people with diverse abilities key provisions of relevant legislation from all forms of government, standards and codes that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws copyright occupational health and safety formats for minutes and agendas group dynamics meeting terminology, structures, arrangements and responsibilities of chairperson organisational procedures and policies regarding meetings, chairing and minutes.
Agendas may include:
correspondence date, time and location of meeting date of next meeting general business major agenda items matters or business arising from the minutes minutes of the previous meeting reports statement of the meeting's purpose welcome
Meeting purpose may include:
discussion forum for internal or external clients planning and development of a project progress of a project range of business items setting of enterprise or team goals booking an appropriate venue deciding on process for recording of meeting establishing costs and operating within a budget identifying any specific needs of participants organising accommodation and transport organising appropriate communication technology organising catering organising a minute taker preparing relevant documentation for participants scheduling date and time for the meeting agenda chairperson's report correspondence draft documentation financial reports itemised meeting papers notice of meeting previous minutes research reports contractual obligations formal timeframe set by the organisation informal timeframe set by the administrative organiser project time lines statutory requirements (e.g. for annual general meetings) timeframe decided by participants casting vote for chairperson conflict of interest provisions consensus required informal discussion majority of members to agree moving and seconding formal motions quorum requirements restricting discussion to agenda items speaking through the chairperson time limit on speakers waiting to be recognised by the chairperson voting procedures
Meeting arrangements may include:
Meeting papers may include:
Designated time lines may include:
Conventions may include:
Legal and ethical requirements may include: Resolution may include:
codes of practice legislation relating to companies and associations requirements for public meetings agreeing on a course of action deferring decisions to another meeting authorised access electronic storage in folders, sub-folders, disk drives, file names according to organisational procedure file names which are easily identifiable in relation to the file and folder names which identify the operator, author,
Storage of minutes and other documentation may include:
CD-ROM, USBs, tape or server back-up content
section, date filing locations organisational policy for backing up files organisational policy for filing hard copies of documents security meeting details (e.g. title, date, time, location) action items agenda items apologies and attendees approval of the record of previous minutes correspondence date of the next meeting formatting from previous minutes lists rather than complete sentences matters arising from the previous meetings names of absent and attending participants organisation templates other business reports welcome
Minutes may include:

applying conventions and procedures for formal and chairing meetings in relation to agreed agendas.
informal meetings

access to reference material in regard to meeting venues, access to names and contacts for meeting participants access to office supplies and equipment access to computers and relevant software.
catering, transport suppliers
analysis of responses to case studies and scenarios demonstration of techniques direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job performance by the candidate review of minutes, agendas and other communication review of testimony from team members, colleagues, supervisors or managers.
CUS09 Music (Version 1.1) BSBADM506B Manage business document design and development
BSBADM506B
Unit Descriptor
Manage business document design and development

This unit describes the performance outcomes, skills and knowledge required to establish standards for the design and production of organisational documents and to manage document design and production processes to ensure agreed standards are met. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals employed in a range of work environments who require well developed skills in the use of a range of software packages. They use these skills to establish, document and implement consistent standards of document design with an organisation.
No sector assigned
Unit Sector
ELEMENT 1. Establish documentation standards
Identify organisational requirements for information entry, storage, output, and quality of document design and production Evaluate organisation's present and future information technology capability in terms of its effect on document design and production Identify types of documents used and required by the organisation Establish documentation standards and design tasks for organisational documents in accordance with information, budget and technology requirements Ensure standard formats and templates suit the purpose, audience and information requirements of each document Ensure document templates enhance readability and appearance, and meet organisational requirements for style and layout Test templates, obtain organisational and user feedback, and make amendments as necessary to ensure maximum efficiency and quality of presentation Evaluate complex technical functions of software for their usefulness in automating aspects of standard document production Match requirements of each document with software functions to allow efficient production of documents Test macros to ensure they meet the requirements of each document in accordance with documentation standards
2. Manage template design and development
2.1 2.2 2.3
3. Develop standard text for documents
3.1 3.2 3.3
4. Develop and implement strategies to ensure the use of standard documentation
4.1 4.2 4.3
Prepare explanatory notes for the use of standard templates and macros using content, format and language style to suit existing and future users Develop and implement training on the use of standard templates and macros and adjust the content and level of detail to suit user needs Produce, circulate, name and store master files and print copies of templates and macros in accordance with organisational requirements Monitor use of standard documentation templates and macros, and evaluate the quality of documents produced against documentation standards Review documentation standards against the changing needs of the organisation, and plan and implement improvements in accordance with organisational procedures
5. Develop and implement 5.1 strategies for maintenance and continuous improvement of standard 5.2 documentation
Required skills
communication skills to present complex instructions orally, to communicate ideas
logically, and to explain technical concepts and designs to others literacy skills to: read and interpret policies and procedures review and select technological designs consider aspects of context, purpose and audience when designing and formatting texts research and analysis skills to evaluate content, structure and purpose of technical texts, and to adapt task instructions to suit changes in technology technological skills to manage design requirements and layouts. Required knowledge
cost constraints document production processes functions of range of software applications, including desktop publishing, word key provisions of relevant legislation and regulations from all forms of government,
processing and spreadsheets
codes and standards that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws organisational policies and procedures relating to document design and formatting sources of expertise external to the organisation or workgroup.
Documents may be created:
using a range of commercial or organisational software
packages: databases desktop publishing spreadsheets word processing
Standards and design tasks may include:
binding binding media checking final print copy client requirements colour photocopy copying creating templates and style or procedures manual drafting drawing editing electronic or paper-based enterprise policies and procedures enterprise templates or house style conventions for margins, fonts, use of colour final document presentation formatting language and style of document liaison with external personnel locating and collecting appropriate information or precedents print quality production of graphics production of multiple and subsequent copies quality standards use of page layout software writing
Complex technical functions may include:
data transfer display features embedding exporting fields form fields formulae importing index linking macros merge criteria sort criteria table of contents

designing templates or style sheets for use in document
design documenting processes and strategies to ensure implementation. Assessment must ensure:
access to office equipment and resources, including: computer hardware and other document production range of software applications appropriate to the task media for production of documents
equipment
access to samples of high quality standardised
documents.
evidence and third party workplace reports of on-the-job performance by the candidate review of authenticated documents from the workplace or training environment oral or written questioning to assess knowledge of accounting procedures and techniques.
information and communications technology units other general administration units.
CUS09 Music (Version 1.1) BSBADV405A Perform media calculations
BSBADV405A
Unit Descriptor
Perform media calculations

This unit describes the performance outcomes, skills and knowledge required to calculate media costings, to perform media ratings using mathematical techniques and to present resultant findings. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals in an entry level position in a media buying role within an advertising team or media organisation who conduct media calculations to provide quantitative analysis of the effectiveness of advertisements.
No sector assigned
Unit Sector
ELEMENT 1. Evaluate advertising media budget
Research and define media terminology Categorise media costs Calculate costings for selected media Investigate and calculate agency service fees Determine reach and effective reach for each advertising media Determine and present identified qualitative and quantitative attributes of media Calculate percentage shares and variations Apply index numbers to a media situation Perform calculations on simple index numbers Calculate international currency conversions Calculate the mean, average and weighted average of selected media data Use electronic spreadsheets to perform media calculations Clearly present data on selected media
2. Calculate electronic media 2.1 rating points 2.2 3. Apply mathematical functions to advertising media tasks and problems 3.1 3.2 3.3 3.4 3.5 4.1 4.2
4. Present media calculations
Required skills

literacy skills to interpret and evaluate requirements, and to document reports numeracy skills to analyse numerical and other data and to perform media calculations problem solving skills to manage contingencies technology skills to perform calculations and to create complex spreadsheets.
Required knowledge
sources of media and comparative data media calculation principles and practices including; Average Quarter Hour (AQH) Cost per TARP Cost per Thousand (CPM) Cumulated Audience Reach (CUMES) effective frequency effective reach frequency Gross Rating Points (GRPs) number of responses reach Target Audience Rating Points (TARPS) principles of software packages used when performing media calculations identification and overview knowledge of key provisions of relevant legislation from all
levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation consumer protection laws copyright legislation ethical principles fair trading laws privacy laws Trades Practices Act.
RANGE STATEMENT
Agency service fees may include:
flat fee head hours percentage fee performance incentives
Advertising media may include:
electronic mass new media print mass point-of-sale transit reach unduplicated reach frequency effective frequency target audience coverage per media target audience rating points (TARPS) gross rating points (GRPs) editorial environment media involvement message receptiveness proximity to purchase
Media rating measurements may include:
Qualitative attributes may include:
Quantitative attributes may include:
cost efficiency production costs

calculation and presentation of media costings and
electronic media ratings using mathematical techniques for media selected to advertise at least one product or service knowledge of media calculation principles and practices. Assessment must ensure:
access to an actual workplace or simulated environment access to office equipment and resources access to an advertising brief.
analysis of responses to case studies and scenarios assessment of written reports on media calculations demonstration of media rating and mathematical
techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated techniques in calculating media ratings and advertising media problems oral or written questioning to assess knowledge of software packages for media calculations review of media calculations spreadsheets.
other advertising units.
CUS09 Music (Version 1.1) BSBADV406A Buy and monitor media
BSBADV406A
Unit Descriptor
Buy and monitor media

This unit describes the performance outcomes, skills and knowledge required to confirm the requirements specified in a media plan, to conduct negotiations when buying media and to compare actual media performance against media plan objectives. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals in an entry level position in a media planning or buying role within an advertising team or media organisation who are responsible for planning, buying and evaluating media selected to convey advertising communication messages.
No sector assigned
Unit Sector
ELEMENT 1. Plan the purchasing of media
Confirm the requirements of the advertising brief Establish the causal relationship between marketing communications and media objectives Determine how the creative strategy and execution will impact on the proposed media strategy Identify how consumer insights relate to media consumption Compare and contrast scheduling alternatives Investigate and evaluate media market conditions Conduct negotiations between suppliers for advertisement/commercial placements/spots Obtain performance guarantees from media suppliers Leverage placement value Review proposed media plan against advertising objectives, schedules and budgets Investigate pre- and post-media performance/ratings and make any necessary changes to the media plan as required Evaluate media costing data to determine effectiveness in relation to return on investment Compare actual media performance against media plan objectives Compare direct and indirect response rates Determine problems/opportunities in the planning and buying process from differences between planned and actual accomplishments Modify existing, or investigate alternative, media strategies based on media performance data
2. Buy media
2.1 2.2 2.3 2.4 2.5
3. Evaluate media performance
3.1 3.2 3.3 3.4 3.5 3.6
Required skills
literacy skills sufficient to read and interpret advertising briefs and to write reports with negotiation skills to obtain advertisement/commercial placements/spots organisational and time management skills to sequence tasks and to meet timelines research and evaluation skills to determine the effectiveness of media performance.
complex concepts and ideas
Required knowledge economic, social and industry trends industry products/services organisational structure/s and roles and responsibilities identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation consumer protection laws copyright legislation ethical principles fair trading laws privacy laws Trades Practices Act.
Marketing communications may include:
direct marketing media personal selling promotional marketing public relations
Media objectives may include:
high frequency high reach product launch
Media market conditions may include:
clutter competition editorial environment political environment technological advances
Media costing data may include:
cost per Target Audience Rating Points (TARPS) Cost Per Thousand (CPM) day parts opportunity to see responses run of station zones

planning, purchasing and evaluating the performance of
media used in communicating marketing objectives in at least one advertising campaign.

access to advertising brief and media plan access to an actual workplace or simulated environment access to office equipment and resources.
analysis of responses to case studies and scenarios assessment of written reports on media performance direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of relevant legislation, codes of practice and national standards that impact on business operations reports containing an evaluation of media market conditions reports containing evaluation of media costing data.
BSBADV405A Perform media calculations.
CUS09 Music (Version 1.1) BSBADV407A Apply media analysis and processing tools
BSBADV407A
Unit Descriptor
Apply media analysis and processing tools

This unit describes the performance outcomes, skills and knowledge required to compare and contrast the characteristics of media analysis tools to choose the most appropriate software tool to perform media tasks and to evaluate their outcomes. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals in an entry level position in a media planning or buying role within an advertising team or media organisation who use specialised media software in conducting their activities.
No sector assigned
Unit Sector
ELEMENT 1. Evaluate media software tool options
Compare and contrast the characteristics and specific functions of media software tools when developing a media plan Evaluate the advantages and disadvantages of media software tools that could be used to perform media tasks Contrast and evaluate the functions of media software tools to perform media analysis and processing tasks Generate media recommendations which meet advertiser's requirements Use media software to segment target audience Ensure program demographics match marketing objectives Analyse radio and television survey data and logs to determine most appropriate media placements Evaluate media performance results by channels, programs and days of the week to determine performance against desired marketing objectives Compare media performance against expected demographics by program and time periods Present campaign performance results to advertiser
2. Use media software tools to perform media tasks
2.1 2.2 2.3
3. Analyse campaign performance
3.1 3.2 3.3
Required skills

literacy skills to read and interpret advertising briefs, to analyse data and to write reports numeracy skills to evaluate quantitative figures generated by media reports presentation skills to present findings of campaign performance research and data collection skills to analyse media performance data and information technology skills to apply functions of media software to perform media tasks.
Required knowledge data processing methods and analysis techniques industry products/services organisational structure/s, roles and responsibilities principles, advantages, disadvantages and applications of specific software to perform media tasks identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation consumer protection laws copyright legislation ethical principles fair trading laws privacy laws Trades Practices Act.
Characteristics may include how media software tools: Media software tools may include:
evaluate media plans perform media tasks reach audiences
Adequest eTAM AdSystems Asteriod BCC/TSS MaxMedia Media Advisor Media Wise Optimiser Panorama Prodigy Radioscope TeleMinute Web Ratings
Functions may include:
analyse media performance data conduct statistical analyses develop media plans
Demographics may include:
age income marital status education level

evaluation and application of relevant media software
options to perform media analysis tasks for at least one advertising campaign analysis and presentation of media performance for at least one advertising campaign. Assessment must ensure:
access to an actual workplace or simulated environment access to office equipment and resources.
analysis of responses to case studies and scenarios demonstration of the use of media software direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of the advantages and disadvantages of specific software to perform media tasks observation of presentation of campaign performance results to advertiser evaluation of media performance results.
BSBADV405A Perform media calculations BSBADV406A Buy and monitor media.
CUS09 Music (Version 1.1) BSBADV507B Develop a media plan
BSBADV507B
Unit Descriptor
Develop a media plan

This unit describes the performance outcomes, skills and knowledge required to interpret an advertising brief to develop a media plan within a given budget. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals working in a supervisory or management advertising role within an advertising team or media organisation. It may also apply to someone working within a direct marketing role who is responsible for planning media requirements for direct marketing campaigns or offers.
No sector assigned
Unit Sector
ELEMENT 1. Define media requirements
1.2 1.3 1.4 1.5 2. Select media vehicles 2.1 2.2 2.3 2.4 2.5
Identify the target audience characteristics from the advertising brief and prepare a detailed consumer profile which uses the same terms as those used to describe media audiences Analyse product market factors to determine the reach and frequency requirements of advertising media selected Analyse the creative requirements of the advertising message and determine the media implications Identify media merchandising requirements from the advertising brief Confirm the media budget and identify legal and voluntary constraints Weigh up the relative merits of identified media vehicle alternatives taking past media performance into account Evaluate and test new or alternative media vehicles with other advertisers and against proven vehicles Select media vehicles that target the required audience, meet media requirements and fulfil merchandising requirements within budget Select media vehicles that meet the creative, reach and frequency requirements of the advertising message to be achieved within the budget Ensure selected media vehicles meet legal and ethical requirements
3. Determine the media schedule
3.1 3.2 3.3 3.4 3.5
Ensure the duration and timing of the media schedule meet the requirements of the advertising brief Determine the distribution of messages over the duration of the schedule to meet the requirements of the advertising brief Create a media schedule to the satisfaction of the advertiser Develop alternative media schedules for the advertiser within the budget Determine testing schedule for the media plan and continually modify media plan in accordance with results obtained Create a media plan which defines the media requirements of the advertising brief and provides evidence to support each requirement Specify the recommended media and vehicle/s, and the rationale for their selection in the media plan Ensure the media plan contains a budget allocation per medium per advertising period Identify the anticipated impact of the advertising and measures to assess its effectiveness in the media plan
4. Produce a media plan
4.1 4.2 4.3 4.4
Required skills
communication skills to consult on the media schedule evaluation skills to compare and weigh advantages of one medium over another, and to literacy skills to interpret the characteristics of different media and to match them to the
match characteristics with media requirements requirements of the advertising brief.
Required knowledge

data analysis and matching techniques legal and ethical requirements relating to the advertising industry organisational products and services offered organisational budget and resource constraints principles and characteristics of advertising media, types of media and advertising strategies identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation consumer protection laws copyright legislation ethical principles fair trading laws privacy laws Trades Practices Act terms for describing media audiences.
Target audience characteristics may include:
analysis of current customers attitudes cultural factors demographics duplication or presence on customer and outside lists existing product usage geographics lifestyle psychographics social factors values
Consumer profile may include:
behaviouristic information such as: benefits sought by buyer loyalty status readiness stage user status combinations of geographic, demographic and
psychographic information often including data on media consumption and retail outlet usage overlaid demographic information such as: age education gender income marital status number of children nationality occupation statistical descriptions geographic information such as: Census Collector District (CCD) census information home address nation of residence postcode state or territory of residence work address psychographic information such as: activities attitudes interests lifestyle opinions values Product market factors may include:
whether a product or service: is convenient is differentiated or undifferentiated is established is frequently or infrequently purchased is highly competitive is new has a high or low level of audience involvement whether the message characteristics are: ongoing simple unique
Creative requirements may include:
action cluttered or uncluttered medium colour electronic or physical form fast production time intrusive medium local, national or international medium longer and more profitable space requirements longer and more profitable time requirements paper stock pictures or illustrations prestigious medium printing requirements production technique costs response forms sound words only
Merchandising requirements may include:
association with a particular media vehicle to give the identification with a particular local community number of required responses codes of practice such as those issued by: Advertising Federation of Australia Australian Communications and Media Authority Australian Competition and Consumer Commission Australian Performing Right Association Commercial Radio Australia Free TV Australia cultural expectations and influences ethical principles legislation, including occupational health and safety policies and guidelines regulations social responsibilities such as protection of children,
perception of safety and value
Legal and voluntary constraints may include:
legislation
environmental issues societal expectations
Media vehicles may include:
aerial advertising billboards cable and satellite television cinema direct mail direct response exhibitions and trade fairs internet point-of-sale radio sales literature sales promotion sponsorship television the press video video games videotext
Media requirements may include:
number of target audience reached required number of responses, including: current customer base versus expected attrition and required cost per response conversion factor for multi step offers/campaigns
growth target
Timing may include:
continuous advertising throughout the year pre-launch advertising pre-sale advertising seasonal advertising
Distribution may include:
advertisements evenly spread over the time schedule advertisements in waves, with heavy advertising followed generation of a budgeted number of responses at no
by light or no advertising
more than the budgeted cost per response
Media schedule includes:
number of advertisements placement of advertisements size/length of advertisements dissimilarity to any proven media and/or media vehicle,
Rationale may include:
but worth a controlled test based on similarity between media/vehicle audience and organisational customer base proven ability to reach target audience in the past proven ability to generate profitable responses in the past similarity to proven media vehicle/s similarity between media vehicle/s, audience and organisational target audience or customer base
Budget allocation may include:
allocation of online budget based on maximum cost for allocation per medium based on number of times media
pay per click
and/or media vehicle can be used within the period while maintaining the budgeted average cost per response budgeted number of responses required for the period maximum daily budget Measures to asses its effectiveness may include:

attitude measurements awareness measurements cost per response gross profit per contact inquiry measurements market tests media audience measurements number of responses opinion measurements physiological measurements readership measurements recall measurements sales measurements split cable tests split-run tests tests of different creative executions tests of different direct marketing offers tests of different media vehicles theatre tests

production of a media plan for an advertising campaign
for at least one product or service which: defines the media requirements of the advertising brief specifies rationales for media vehicles chosen contains budgetary allocation for each advertising medium measures to assess effectiveness of media vehicles selected.

access to an actual workplace or simulated environment access to office equipment and resources access to the advertising brief.
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios assessment of documented media plans demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations of media plans oral or written questioning to assess budget knowledge review of media schedule.

BSBADV511A Evaluate and recommend advertising
media options.
CUS09 Music (Version 1.1) BSBADV509A Create mass print media advertisements
BSBADV509A
Unit Descriptor
Create mass print media advertisements

This unit describes the performance outcomes, skills and knowledge required to create mass print media advertisements that communicate the key features of a product, service or idea to the consumer. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals working in a supervisory or management advertising role within an advertising team or media organisation who are primarily responsible for the development of mass print advertisements. Individuals undertaking this unit may develop mass print media advertisements themselves or coordinate a team to produce the advertisement.
No sector assigned
Unit Sector
ELEMENT 1. Interpret a creative brief
Confirm the central idea or creative concept, technique/s for expressing the idea/concept and mass print media to be used Identify and check the advertising content and supporting information for accuracy and completeness Confirm the time, schedule and budget requirements for creating the advertisement/s Identify legal and ethical constraints Determine and produce the elements of a print advertisement to communicate the required image, features and benefits of the product or service Size and position each element of the print advertisement to achieve balance and focus for the advertisement Ensure the typeface selections suit the product and the central idea of the advertisement, and the layout balances white space and margins Ensure the layout of the advertisement unifies the elements, attracts the reader to the focal point and guides the reading sequence Ensure the advertisement meets the requirements of the advertising brief and that it meets legal and ethical requirements
2. Create a mass print media 2.1 advertisement 2.2 2.3 2.4 2.5
Required skills
creativity and innovation skills to write engaging scripts, and to use visual and design literacy skills to interpret requirements and to write for a variety of audiences and
techniques to communicate advertising messages efficiently and effectively purposes.
Required knowledge industry, services, products and organisation legal and ethical requirements relating to the advertising industry principles and purposes of advertising principles of consumer behaviour and influences on buyer behaviour principles of creative elements in print advertisements range of available advertising approaches for different markets identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation consumer protection laws copyright legislation ethical principles fair trading laws privacy laws Trades Practices Act requirements for advertising timelines, budget, central idea, resources as specified in the advertising brief.
Central idea may include a verbal (text or headline) or visual (illustration) device used to present the content to the reader, listener or viewer of the advertisement, such as:
analogy and association case histories celebrities continuing characters demonstrations exaggerated situations fantasy photographic tricks or special effects product uses recipes slice-of-life situations testimonials
Mass print media may include:
magazines newspapers outdoor advertising
Advertising content may include information to be communicated to the audience such as:
brand or image factors competitive advantages features of the product/service product/service colour product/service price where the product/service may be obtained evidence to support the claimed benefit purchasing information reassurances for existing users requirement to specify the target audience
Supporting information may include:
Legal and ethical constraints may include:
codes of practice such as those issued by: Advertising Federation of Australia Australian Communications and Media Authority Australian Competition and Consumer Commission Australian Performing Right Association Commercial Radio Australia Free TV Australia cultural expectations and influences ethical principles legislation, including occupational health and safety
legislation policies and guidelines regulations social responsibilities such as protection of children, environmental issues societal expectations borders boxes captions colour copy coupons headlines logos mandatory product or service information shading signatures slogans visuals
Elements of a print advertisement may include:

the production of at least three mass print advertisements
in accordance with an advertising and creative brief including: a newspaper advertisement a magazine advertisement an outdoor advertisement.

access to advertising copy to be used in the access to an actual workplace or simulated environment access to office equipment and resources access to advertising and creative briefs.
advertisement
analysis of responses to case studies and scenarios assessment of written reports/examples of mass print
advertisements demonstration of techniques used to create mass print advertisements direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of principles and purposes of advertising review of legal and ethical constraints identified.
BSBWRT501A Write persuasive copy.
CUS09 Music (Version 1.1) BSBADV510A Create mass electronic media advertisements
BSBADV510A
Unit Descriptor
Create mass electronic media advertisements

This unit describes the performance outcomes, skills and knowledge required to communicate the key features of a product, service or idea to a consumer using mass electronic media. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals working in a supervisory or management advertising role within an advertising team or media organisation who are primarily responsible for the development of mass electronic advertisements. Individuals undertaking this unit may develop mass electronic media advertisements themselves or coordinate a team to produce the advertisement.
No sector assigned
Unit Sector
ELEMENT 1. Interpret a creative brief
Confirm the central idea or creative concept, technique/s for expressing the idea/concept and mass electronic media to be used Identify and check the advertising content and supporting information for accuracy and completeness Confirm the time, schedule and budget requirements for creating the advertisement/s Identify legal and ethical constraints Determine the length, pace and format for the radio advertisement in accordance with the creative brief and the allocated budget Determine the content of the opening, middle and close of the radio advertisement to create impact, introduce the central idea, provide support for key product benefits, and provide information to facilitate consumer action Prepare scripts to meet the requirements of the producer and performer/s and the allotted time Ensure the radio advertisement meets the requirements of the advertising brief and that it meets legal and ethical requirements
2. Create a radio advertisement
2.1 2.2
2.3 2.4
3. Create a television or cinema advertisement
3.1 3.2 3.3 3.4
Determine the length, pace and format for the advertisement in accordance with the creative brief and the allocated budget Prepare scripts and storyboards to record the visual plan and to identify creative elements that meet the requirements of the creative brief Ensure the advertisement attracts attention and sustains interest through coordination of action and motion visual effects, with audio to support the visual image/s Ensure the advertisement meets the requirements of the advertising brief and that it meets legal and ethical requirements Determine and produce copy and design elements to communicate the required image, features and benefits of the product or service Size and position each element of the advertisement to achieve balance and focus for the advertisement Ensure typeface selections suit the product and the central idea of the advertisement, and the layout balances white space and margins Design site map, navigation buttons, frames and multiple pages for ease of use Ensure sound, animation and graphics do not distract from the content of the advertisement Ensure the advertisement meets the requirements of the advertising brief and that it meets legal and ethical requirements
4. Create an internet, web or podcast advertisement
4.1 4.2 4.3 4.4 4.5 4.6
Required skills
creativity and innovation skills to write engaging scripts, and to use visual and design research, data collection and evaluation skills to compare and weigh advantages of one literacy skills to interpret the characteristics of different media and to match them to the
techniques to communicate advertising messages efficiently and effectively
medium over another, and to match characteristics with media requirements
requirements of the advertising brief technology skills to use a range of office equipment and software. Required knowledge

industry, services, products and organisation legal and ethical requirements relating to the advertising industry principles and purposes of advertising principles of consumer behaviour and influences on buyer behaviour principles of creative elements in electronic advertisements range of available advertising approaches for different markets identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation consumer protection laws copyright legislation ethical principles fair trading laws privacy laws Trades Practices Act requirements for advertising timelines, budget, central idea, resources as specified in the advertising brief.
Central idea may include a verbal (text or headline) or visual (illustration) device used to present the content to the reader, listener or viewer of the advertisement, such as:
analogy and association case histories celebrities continuing characters demonstrations exaggerated situations fantasy photographic tricks or special effects product uses recipes slice-of-life situations testimonials
Mass electronic media may include:
cinema internet podcasting radio television brand or image factors competitive advantages features of the product/service where the product/service may be obtained product/service price product/service colour evidence to support the claimed benefit purchasing information reassurances for existing users requirement to specify the target audience
Advertising content may include information to be communicated to the audience such as:
codes of practice such as those issued by: Advertising Federation of Australia Australian Communications and Media Authority Australian Competition and Consumer Commission Australian Performing Right Association Commercial Radio Australia Free TV Australia cultural expectations and influences ethical principles legislation, including occupational health and safety policies and guidelines regulations social responsibilities such as protection of children, societal expectations
legislation
environmental issues
Advertising copy consists of: Requirements of the producer and performer/s may include:
the words used in print and broadcast advertising
audio direction coordination of music and sound effects with spoken
words cues descriptions detailed message content instructions manner of delivery words to be spoken
Creative elements may include:
action progression action scenes audio details camera shots composition of film and video shots film and video details graphics effects interaction of audio and video key frames lighting effects location music props set sound effects talent voices

the production of at least three mass electronic
advertisements in accordance with an advertising and creative brief, including: a radio advertisement a television or cinema advertisement a web or podcast advertisement.

access to advertising copy to be used in the access to an actual workplace or simulated environment access to office equipment and resources access to advertising and creative briefs.
advertisement
analysis of responses to case studies and scenarios assessment of written reports/examples of mass demonstration of techniques used to create mass
electronic advertisements
electronic advertisements in a workplace or simulated environment direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of principles of consumer behaviour and influences on buyer behaviour review of internet, web or podcast advertisements.
BSBWRT501A Write persuasive copy.
CUS09 Music (Version 1.1) BSBADV511A Evaluate and recommend advertising media options
BSBADV511A
Unit Descriptor
Evaluate and recommend advertising media options

This unit describes the performance outcomes, skills and knowledge required to identify and evaluate the range of advertising and promotional media to recommend single and multiple media strategies. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals in a media assistant role within an advertising team or media organisation. Individuals undertaking this unit are responsible for comparing the advantages and disadvantages of various advertising and promotional media to determine and make recommendations on the most appropriate combination to deliver marketing communications objectives.
No sector assigned
Unit Sector
ELEMENT 1. Evaluate the use of media for advertising
Critically analyse the advantages and disadvantages of each marketing communications media variable and advertising media options for a product or service Determine media characteristics that match the requirements of the advertising brief for the product or service Analyse media consumption habits for primary and supplementary advertising media among target audiences Select advertising media options that match the requirements of the advertising brief for the product or service Evaluate media styles as they relate to brand character of product/service being advertised Compare the advantages and disadvantages of selecting multiple media in a media plan Develop and apply criteria for multiple media combination selection Recommend a primary advertising media which meets target audience preferences Select and recommend supplementary media to complement the primary medium Ensure recommended media meet the advertising brief and advertiser's requirements and legal and ethical constraints
2. Evaluate single and multiple media strategies
2.1 2.2 2.3
3. Select and recommend advertising media
3.1 3.2 3.3
Required skills
literacy skills sufficient to read and interpret advertising briefs and to write reports with organisational and time management skills to sequence tasks and to meet timelines research and data collection skills to evaluate the suitability of media to the
complex concepts and ideas
product/service, brand and advertising objectives.
Required knowledge
economic, social and industry trends relevant to the choice of appropriate media options industry products/services - to recommend appropriate media options identification and overview knowledge of key provisions of relevant legislation from all
levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation consumer protection laws copyright legislation ethical principles fair trading laws privacy laws Trades Practices Act.
Advertising media options may include:
aerial advertising billboards and posters cable and satellite television cinema digital video discs direct mail direct response email marketing free-to-air television internet magazines newspapers outdoor personal selling podcasting point-of-sale radio sponsorship telemarketing transit media video video games videotext level of audience involvement level of audience receptiveness motion effects proximity to purchase sound effects visual effects whether the target audience responds actively whether the target audience responds passively magazines newspapers radio television
Media characteristics may include:
Primary advertising media may include:
Supplementary advertising media may include:
outdoor point-of-sale transit media such as: bus sides taxi backs
Advantages of selecting multiple media may include: Disadvantages of selecting multiple media may include:
increasing the frequency of the advertising message increasing the reach of the advertising message
duplication of impact duplication of resources fail to increase frequency fail to increase reach may increase the cost of advertising whether frequency will be increased whether reach will be increased cost avoidance of 'zipping and zapping'
Criteria for multiple media combination may include:
codes of practice such as those issued by: Advertising Federation of Australia Australian Communications and Media Authority Australian Competition and Consumer Commission Australian Performing Right Association Commercial Radio Australia Free TV Australia cultural expectations and influences ethical principles legislation, including occupational health and safety policies and guidelines regulations social responsibilities such as protection of children,
legislation
environmental issues societal expectations

selection of primary and supplementary media to
implement single and multiple media strategies for a product/service in an advertising campaign which are consistent with the brand personality and meet the advertiser's requirements for at least one advertisement.

access to an actual workplace or simulated environment access to an advertising brief access to office equipment and resources.
analysis of responses to case studies and scenarios assessment of written reports or proposals on media review of how advertising space and time were obtained direct questioning combined with review of portfolios of
evaluation and selection activities
evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of economic, social and industry trends relevant to the choice of appropriate media options review of criteria developed for multiple media combination selection.
other advertising units.
CUS09 Music (Version 1.1) BSBCMM301A Process customer complaints
BSBCMM301A
Unit Descriptor
Process customer complaints

This unit describes the performance outcomes, skills and knowledge required to handle formal and informal negative feedback and complaints from customers. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who are skilled operators and apply a broad range of competencies in various customer service contexts. They may exercise discretion and judgement using appropriate knowledge of products, customer service systems and organisational policies to provide technical advice and support to a team.
No sector assigned
Unit Sector
ELEMENT 1. Respond to complaints
1.2 1.3 1.4 1.5 1.6 2. Refer complaints 2.1 2.2 2.3 2.4 3. Exercise judgement to resolve customer service issues 3.1 3.2 3.3 3.4
Process customer complaints using effective communication in accordance with organisational procedures established under organisational policies, legislation or codes of practice Obtain, document and review necessary reports relating to customer complaints Make decisions about customer complaints, taking into account applicable legislation, organisational policies and codes Negotiate resolution of the complaint and obtain agreement where possible Maintain a register of complaints/disputes Inform customer of the outcome of the investigation Identify complaints that require referral to other personnel or external bodies Make referrals to appropriate personnel for follow-up in accordance with individual level of responsibility Forward all documents and investigation reports Follow-up appropriate personnel to gain prompt decisions Identify implications of issues for customer and organisation Analyse, explain and negotiate appropriate options for resolution with customer Propose viable options in accordance with appropriate legislative requirements and enterprise policies Ensure matters for which a solution cannot be negotiated are referred to appropriate personnel
Required skills
analytical skills to identify trends and positions of products and services communication skills to interpret customer complaints, and to monitor and advise on culturally appropriate communication skills to relate to people from diverse backgrounds literacy skills to read and understand a variety of texts; to prepare general information
customer service strategies and resolutions and people with diverse abilities
and papers according to target audience; and to edit and proofread texts to ensure clarity of meaning and accuracy of grammar and punctuation problem-solving skills to deal with customer enquiries or complaints, to apply organisational procedures to a range of situations and to exercise judgement in this application. Required knowledge
key provisions of relevant legislation from all forms of government that may affect
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) importance of good communication skills and the individual's role in processing customer complaints organisational procedures and standards for processing complaints and recommending appropriate action.
Customers may include:
customers with routine or specific requests internal or external customers people from a range of social, cultural or ethnic people who may be unwell, drug affected or emotionally people with varying physical and mental abilities regular and new customers
backgrounds distressed
Complaints may include:
different types of severity, formality and sources scenarios where external bodies such as police are straightforward customer dissatisfaction level of documentation required
required
Effective communication may include:
giving customers full attention maintaining eye contact (for face-to-face interactions),
except where eye contact may be culturally inappropriate speaking clearly and concisely using appropriate language and tone of voice using clear written information/communication using non-verbal communication e.g. body language, personal presentation (for face-to-face interactions)
Documenting reports relating to customer complaints may include: Referrals may include:
completed forms and written reports using audio-visual tapes using computer-based systems external bodies e.g. Ombudsman, Independent relevant superiors in the organisational hierarchy
Commission Against Corruption (ICAC), police

applying judgement in the application of industry and/or
organisational procedures working with customer complaints knowledge of organisational procedures and standards for processing complaints. Assessment must ensure:

access to an actual workplace or simulated environment access to office equipment and resources examples of customer complaints examples of documents relating to customer complaints policies and procedures.
evidence and third party workplace reports of on-the-job performance by the candidate analysis of responses to case studies and scenarios demonstration of techniques observation of presentations oral or written questioning to assess knowledge of individual's role in processing customer complaints review of documentation outlining necessary reports relating to customer complaints review of complaints/disputes register.
customer service units other general administration units.
CUS09 Music (Version 1.1) BSBCMM401A Make a presentation
BSBCMM401A
Unit Descriptor
Make a presentation
This unit covers the performance outcomes, skills and knowledge required to prepare, deliver and review a presentation to a target audience. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who may be expected to make presentations for a range of purposes, such as marketing, training, promotions, etc. They contribute well developed communication skills in presenting a range of concepts and ideas.
No sector assigned
Unit Sector
ELEMENT 1. Prepare a presentation
1.4 1.5 2. Deliver a presentation 2.1 2.2 2.3 2.4 2.5 2.6
Plan and document presentation approach and intended outcomes Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas Brief others involved in the presentation on their roles/responsibilities within the presentation Select techniques to evaluate presentation effectiveness Explain and discuss desired outcomes of the presentation with the target audience Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes Use persuasive communication techniques to secure audience interest Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences Summarise key concepts and ideas at strategic points to facilitate participant understanding
3. Review the presentation
3.1 3.2 3.3
Implement techniques to review the effectiveness of the presentation Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation Utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds facilitation and presentation skills to communicate central ideas of a message in an
and people with diverse abilities
informative and engaging manner, and to utilise verbal and non-verbal techniques to sustain participant engagement literacy skills to prepare presentation information and to write in a range of styles for different target audiences. Required knowledge
data collection methods that will support review of presentations industry, product/service key provisions of relevant legislation from all forms of government that may affect
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues occupational health and safety principles of effective communication range of presentation aids and materials available to support presentations.
RANGE STATEMENT
Presentation strategies may involve:
case studies demonstration discussion group and/or pair work oral presentations questioning simulations and role-play
Presentation format and delivery methods may include:
advertising copy audio direct marketing copy individual presentation public relations copy scripts storyboards team presentation verbal presentation video visuals age cultural and language background educational background or general knowledge gender language, literacy and numeracy needs physical ability previous experience with the topic computer simulations and presentations diagrams, charts and posters models overhead projector paper-based materials video and audio recordings whiteboard animation comparative advertising live action music signature elements such as: slogans logotypes packaging sound effects use of a guest speaker use of black and white use of colour use of humour
Characteristics may include:
Presentation aids and materials may include:
Presentation techniques may include:
Techniques to evaluate presentation effectiveness may include:
action research critical friends focus group interviews one-on-one interviews with participants and other personnel involve in the presentation written feedback provided by participants


preparation, delivery and evaluation of the effectiveness
of at least two presentations related to the candidate's occupation or area of interest knowledge of the principles of effective communication. Assessment must ensure:
access to an actual workplace or simulated environment access to office equipment, documentation and
resources.
demonstration of preparation, delivery and evaluation of a direct questioning combined with review of portfolios of
presentation
evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations review of selected presentation aids, materials and techniques review of briefing provided for others involved in the presentation evaluation of techniques implemented to review the effectiveness of the presentation.
CUS09 Music (Version 1.1) BSBCRT101A Apply critical thinking techniques
BSBCRT101A
Unit Descriptor
Apply critical thinking techniques

This unit describes the performance outcomes, skills and knowledge required to use fundamental critical thinking skills. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to all individuals who need the capacity to think critically and apply that thinking to a range of situations and challenges. It is relevant to all work and life situations, and focuses on the conscious development of skills to ask essential questions and to consider answers to those questions. 'A mind with no questions is a mind that is not intellectually alive. No questions (asked) equals no understanding (achieved).' Foundation for Critical Thinking
Unit Sector
No sector assigned
ELEMENT 1. Examine the value of curiosity and questioning
Appraise the value of curiosity and questioning in both work and life situations Consider how different types of questions and styles of questioning apply in diverse situations Reflect on and wonder about issues and situations Ask questions of self to challenge and expand individual thinking Ask questions of others in a constructive way to seek broader knowledge and understanding Identify situations when too much wondering and questioning may be inappropriate or ineffective Assess the best ways to structure questions for different situations Take responsibility for answering questions as well as for asking them From many possible questions, determine the key question to be answered Identify and access information needed to answer the question Sort the facts from other information in developing a response Check own preconceptions and assumptions and determine their validity Reach a well-considered conclusion or answer, without ruling out more questions or further exploration Use conclusions and answers in positive, practical and timely ways
2. Develop the habit of asking questions and wondering why
3. Contribute to answers as well as questions
3.1 3.2 3.3 3.4 3.5 3.6 3.7
Required skills
communication skills to actively listen and to ask questions of others in a constructive critical thinking and problem-solving skills to formulate and ask relevant questions, and comprehension skills to interpret and distil key information of relevance to a given
way
come up with appropriate answers situation.
Required knowledge
different types of questions and their relevance to different situations techniques to assist in forming the habit of asking questions and taking responsibility for typical blockers to the critical thinking process why questions are important and the benefits of asking good questions for individuals,
answers
businesses and communities (the importance of critical thinking).
Value of curiosity and questioning might relate to:
developing a more efficient way of doing something developing a new idea developing and improving products and services enhancing skills and career opportunities enhancing the physical environment financial benefit greater personal satisfaction improving interpersonal relationships accuracy breadth clarity depth emotion fairness logic meaning precision relevance significance social engagement society style taste
Different types of questions may include questions about:
Questions of self may include:
am I being distracted by irrelevant information? are claims warranted? are there any unstated assumptions? could I do this differently or better? do I have any ideas to share about this? have I seen something that may have application here? how can I do that? how can I fix this? how long will that take? if they are doing that, could I? is this a reliable source? is this relevant to me? was I fair? what are the real facts of this situation? do we have a budget? how did you come up with that? how do you feel about that? how does that work? what does it mean? why do you want me to do it like that? why do we do it like that? why is it so? contractual agreements extreme time pressure or non-negotiable deadlines financial limitations procedures determined by laws or other regulations safety issues when others are totally closed to new ideas acknowledging shared responsibility adopting a positive 'can do' attitude following up on practical details pro-actively seeking information suggesting a new approach talking to others about possible answers
Questions of others may include:
Situations when too much wondering or questioning may be inappropriate or ineffective may relate to:
Responsibility for answering questions may involve:
Key question to be answered may be determined by: Information needed to answer the question may be:
constraints of the broader context and environment overall goal - what needs to be achieved personal hopes and expectations
accessed by observing people already inside own head in journals, books or other printed materials in workplace documents in a hardware store on the internet with colleagues with friends or family
Other information may be:
opinions own assumptions or those of others personal prejudice spin or public relations assumptions about the way others are thinking established ways of doing things existing ideas, products and services risk aversion self-imposed limitations on what is possible
Preconceptions and assumptions may relate to:

application of a conscious process of questioning to knowledge and understanding of how critical thinking and
achieve new understandings
questioning impacts on individual lives, the broader community and work situations.

interactions with specific challenges and situations to
demonstrate the application of critical thinking (this would usually involve interactions with others).
evidence and third party workplace reports of on-the-job performance by the candidate evaluation of a candidate blog exploring different ideas and questions review of candidate response to scenarios that allow the candidate to apply critical thinking techniques to a particular life or work situation, and to demonstrate ability to portray curiosity and exploration of new concepts evaluation of candidate response to the challenge of adopting different perspectives on a situation, and ability to both develop and respond to questions from those perspectives observation of the candidate participating in a group problem-solving session oral or written questioning to assess knowledge of typical blockers to the critical thinking process.
Critical thinking always occurs in a specific context. Therefore holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended. Assessors must, however, retain a strong focus on the critical thinking skills as described in this unit.
CUS09 Music (Version 1.1) BSBCRT301A Develop and extend critical and creative thinking skills
BSBCRT301A
Unit Descriptor
Develop and extend critical and creative thinking skills

This unit describes the performance outcomes, skills and knowledge required to develop the habit of thinking in a more creative way. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who need to develop and extend their critical and creative thinking skills. Creative thinking involves looking at things differently, musing, testing, experimenting and challenging existing thought patterns. Creative thinking can take place anywhere - at home, at work, lying in bed at night, in the shower or on the bus. It can be applied to any type of issue or situation. When used effectively it can assist with the improvement of existing, or the development of entirely new or innovative services, products or processes. Sometimes creative thinking may pay off in a seemingly unconnected way at a future time and in an apparently unrelated context. Creative thinking can be learnt and applied through thoughtful application of skills related to observation, analysis, reflection, problem solving, evaluation and critical appraisal. Effective use of creative thinking skills opens up new opportunities for individuals, businesses and communities.
Unit Sector
No sector assigned
ELEMENT 1. Develop a questioning mindset
Develop the habit of asking questions from different perspectives Take responsibility for exploring a variety of information sources to provide relevant answers to own questions Sort through information and ideas to identify the central questions, issues and challenges Challenge preconceptions and assumptions to determine actual constraints in defining a problem for resolution
2. Generate ideas and responses
2.1 2.2 2.3 2.4 2.5 2.6 2.7
2.8 2.9 3. Challenge, test and re invent ideas 3.1 3.2 3.3 3.4 4. Enhance creative thinking skills 4.1 4.2 4.3 4.4
Explore and use a range of creative thinking techniques to generate ideas and responses Muse on, play around with and have fun with ideas in relation to a perceived objective Identify and challenge blockers to creative thinking Consider and explore realities beyond the current situation Evaluate, and where appropriate, challenge existing boundaries to determine perceived or actual constraints Show willingness to take risks with ideas and thought processes Look around in familiar and unfamiliar places for new inspiration and habitually record observations, experiences, ideas and reflective thoughts to broaden personal knowledge base Acknowledge and accept the opportunity for revelation when least expected Identify connections and associations from things that seem unconnected Identify, interrogate and challenge the assumptions behind ideas Experiment with variations, and explore and challenge a range of different solutions and ideas Consciously change perspectives, and evaluate ideas and situations in new ways Where appropriate, involve others in ideas and how they might change or be improved Consciously challenge and question own thought patterns and ways of responding to work and life situations Identify and take opportunities to self-assess and to learn about new ideas and different ways of thinking Take opportunities to practise and experiment with creative thinking techniques across work and life situations Pro-actively talk to others about ways that new ideas and patterns of thinking can be encouraged and developed
Required skills
creative thinking skills to participate effectively and actively in a range of creative literacy skills to explore and analyse information dealing with potentially complex problem-solving skills to tease out central themes and issues, and to respond with a
thinking activities
concepts from a wide range of sources
range of ideas and solutions reflective learning and self-management skills to question and challenge own skills and practice, to identify and access learning opportunities, and to be prepared to learn new things in unfamiliar areas. Required knowledge
common blockers to creative thinking, both from an individual and organisational definitions, concepts and history of creativity at an overview level different creative thinking techniques and how they work, including daydreaming and
perspective
mental wandering, wishful thinking, use of metaphors and analogies, trigger words, morphological analysis, brainstorming visualisation, mind mapping, lateral thinking games, Edward de Bono's six thinking hats, making associations and storytelling how creativity applies everywhere, not just in traditionally 'creative' contexts impacts of creative thinking on individuals, communities and businesses techniques for filtering to process diverse information ways of extending and developing individual creative thinking skills.
Questions may include:
are there any boundaries I need to consider? are there new ideas we can bring to this situation? how could I solve this problem? is there a different way of doing this? what am I or others trying to do? what do I need to do to make this better? what extra information do I need? what is missing? what is required? who do I need to talk to about this? why is this so?
Different perspectives may be those of:
clients or customers family members friends funding bodies general public history organising committees regulatory authorities self specialists or experts supervisors or managers work colleagues
Creative thinking techniques may include:
brainstorming: stop and go sequencing buzz session bulletin board computer-aided daydreaming and mental wandering Edward de Bono's six thinking hats ego alter or heroes graphic organisers: visual maps webbing concept fans lateral thinking games making associations mind mapping morphological analysis storytelling sub-culture surfing trigger words use of metaphors and analogies vision circles visualisation wishful thinking word salads
Blockers to creative thinking may be:
cultural emotional environmental family ideas and perceptions about how we should behave, such as: play according to the rules don't ask questions don't be silly do as you're told be practical (taken from Lotherington 2003: Flicking Your Creative Switch) intellectual peer pressure perceptual risk aversion 'way it's done round here' available resources (human, financial, physical) established tradition or practice in a given field of activity communication protocols procedures and processes specifications unspoken agreements about who does what and how work conditions
Existing boundaries may relate to:
Risks with ideas and thought processes might involve:
accepting the limitations of one's own knowledge or challenging established authority challenging the continuation of current ways of doing
capacity
things changing the rules exposing oneself or others to possible criticism facing personal fears and apprehensions letting go of control radically changing long established tradition, practice or norms taking financial risks taking self or others outside of a comfort zone
Familiar and unfamiliar places may include:
colleagues community groupings friends hardware stores information sources with little direct link to the question at hand journals junk stores libraries museums recycling yards shopping centres websites workshops

active participation in a range of creative thinking
activities, including ability to ask relevant questions and to generate a range of ideas in response to a given situation or issue understanding of creativity and creative thinking at a basic level, including its impact and importance for individuals, communities and businesses knowledge and application of different creative thinking techniques and processes to a range of situations. Assessment must ensure:
interactions with challenges, situations and scenarios to
which creative thinking may be applied (usually this would involve interactions with others to reflect the nature of the creative thinking process).
evidence and third party workplace reports of on-the-job performance by the candidate direct observation of the candidate participating in collaborative creative thinking activities evaluation of ideas generated by the candidate (with or without others) and of the processes used to generate and test those ideas evaluation of a presentation made by the candidate articulating the process of developing ideas or pieces of work, plus evaluation of candidate debating and discussing ideas with others evaluation of a (non-computerised) game developed by the candidate, played with others, challenged and re-invented oral or written questioning to assess knowledge of creative thinking techniques, concepts and definitions of creativity.
Creative thinking always occurs in a specific context. Therefore holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended. Assessors must, however, retain a strong focus on the creative thinking skills as described in this unit.
CUS09 Music (Version 1.1) BSBCRT401A Articulate, present and debate ideas
BSBCRT401A
Unit Descriptor
Articulate, present and debate ideas

This unit describes the performance outcomes, skills and knowledge required to articulate, present and debate ideas. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who need to present and debate ideas in a work or broader life context. While the unit shares some similarities with units such as BSBCMM401A Make a presentation or BSBRES401A Analyse and present research information, the focus is quite different. This unit focuses on the creative ways in which ideas can be presented to provoke response, reaction and critical debate. Risk taking, storytelling and participation in critical debate are key features of the unit. Ideas might be quite complex in nature and relate to new products, services, creative works or new ways of doing things.
Unit Sector
No sector assigned
ELEMENT 1. Analyse ideas for communication to others
Distil key themes, messages and positions to aid in clarity of thought and presentation Reflect on different ways of communicating ideas for different purposes and to different people Identify the enabling skills and attributes of individuals who can effectively participate in discussions about ideas Explore and use different techniques to engage, fascinate and involve others in the process of communication and exchange Explore the ways that storytelling can be used to communicate ideas Create innovative approaches to different communication challenges Be prepared to take risks in the way ideas are presented Identify specific ways to provoke and encourage response in particular individuals or groups Present and argue substantiated positions on ideas Be open to critical analysis of own ideas and to the ideas of others Identify and participate in conversations that challenge and explore different concepts and approaches, and generate new ideas Respond to questions about ideas with confidence and relevant information Reflect on and appraise the views of others, and use to refine ideas and to embrace new ideas
2. Provoke response and reaction
2.1 2.2 2.3 2.4 2.5
3. Debate and discuss ideas
3.1 3.2 3.3 3.4 3.5
Required skills
communication skills to present ideas in ways that engage and provoke response, and creative thinking skills to develop responses and new ideas in response to feedback learning and self-management skills to actively seek feedback and to learn from others literacy skills to develop and interpret information dealing with complex ideas.
to debate and discuss potentially complex concepts
Required knowledge
creative and different ways of expressing and communicating ideas, and of making an different ways in which individuals receive and respond to ideas and information, and nature and role of risk taking in the presentation and debate of ideas role of storytelling in communicating ideas and key storytelling techniques techniques to tailor comments to particular audiences. 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.
opportunity pitch
what influences their response
Key themes, messages and positions may relate to:
essence of the idea influences on the idea relationship of idea to established tradition or practice relationship of idea to new and emerging technology problems and challenges with the idea reasons why the idea should be supported selling a creative team selling creative ideas selling self as a creative person way the idea was developed who had developed the idea and why aural group presentation/pitch in a forum in elevators one-on-one discussion on planes oral remote (e.g. video conferencing) visual
Different ways of communicating ideas may be:
Individuals may be:
colleagues community members friends gallery owners interviewers (media) investors mentors panels peers students supervisors or managers blogging media releases multimedia presentations music photography storytelling viral marketing visual depictions get across all key messages in a short time present on unfamiliar topic respond to impromptu situations structure information quickly and effectively
Different techniques to engage, fascinate and involve others may include:
Innovative approaches to communication challenges may involve ability to: Specific ways to provoke and encourage response may include: Risks may involve:
use of engaging objects to explain idea
acknowledging own limits and difficulties asking for help breaking out of accepted norms divulging personal information or vulnerabilities failing and learning from it incorporating humour taking a fun approach with a potentially serious audience grounded in appropriate research result of rational and logical thought subjected to the analysis of others (e.g. peer review) supported by relevant information
Substantiated positions may be positions which are:

creative and articulate presentations that provoke interest active and confident participation in critical debate and
and response
discussion of ideas.

presentations to others about ideas discussion and debate with others about ideas.
A range of assessment methods should be used t assess practical skills and knowledge. The following examples are appropriate for this unit:
evidence and third party workplace reports of on-the-job performance by the candidate direct observation of candidate participation in presentations and debates evaluation of candidate's skills in responding to new and different communication situations evaluation of candidate telling a story, making a pitch or presenting ideas to complete strangers in 'different' environments (e.g. in a restaurant, in the corridor, on a bus, in a lift).
CUS09 Music (Version 1.1) BSBCRT402A Collaborate in a creative process
BSBCRT402A
Unit Descriptor
Collaborate in a creative process

This unit describes the performance outcomes, skills and knowledge required to collaborate in a creative process. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who participate in a collaborative creative process in a work or broader life context. It is relevant to individuals who are involved in what is traditionally considered creative endeavour but is also very important in broader business and community activities where creative team effort is highly valued. The unit focuses on effective engagement in a collaborative process, underpinned by a commitment to trust and ethics as a key feature of collaborative creative effort.
Unit Sector
No sector assigned
ELEMENT 1. Enter into a collaborative creative process
Adopt a personal philosophy of trustworthy and ethical behaviour Maximise the possibilities of sustaining creative partnerships through trustworthy and ethical behaviour Use professional discretion and judgement in dealing with others Acknowledge and respect the different ways that different people may contribute to the creative process Acknowledge and work within the legal framework that applies to creative content as part of individual commitment to an ethical approach Respect collaborative efforts by relinquishing individual ownership of ideas
2. Engage in a collaborative creative process
2.1 2.2 2.3 2.4 2.5 2.6 2.7
Maintain a belief in personal ideas, combined with a willingness to move on as ideas are discarded and others evolve Be prepared to let go of own vanity and ego to allow new ideas to emerge Use language and adopt a demeanour that demonstrates respect and trust for others Listen to, value, respect and trust the contributions of others as material to work with rather than positions to argue against Challenge, test and share ideas in a supportive way as part of the creative process Move on from initial positions and preconceptions to accept and embrace new and unpredictable ideas as they emerge during the creative process Play a role that encourages the movement and shift of ideas within the group towards a well-conceived solution Reflect on own level of participation, relationships with others and personal behaviour in the collaborative process Identify ways to do better next time and follow up on any issues that need to be resolved Identify and seek opportunities to refine and expand own skills and knowledge, including learning from failing
3. Reflect on own role in the collaborative creative process
3.1 3.2 3.3
Required skills
communication skills to nurture trust, to model open and supportive communication, and creative thinking skills to generate and explore ideas learning and self-management skills to reflect on and enhance own ability to contribute
to articulate potentially complex ideas
effectively to a collaborative creative process problem-solving skills to continually be evaluating and challenging ideas and moving them forward towards solutions. Required knowledge
concept of shared intellectual property from collaborative creativity concepts of trust and ethical behaviour in the context of creative endeavour different roles people may play in a collaborative creative process and how this
how the creative process works in different situations (e.g. as an individual, as part of a
contributes to the overall effort
group) how the potential for creativity can be maximised within a team legal framework that affects copyright, moral rights and intellectual property issues what stops creativity in a group environment.
Personal philosophy of trustworthy and ethical behaviour may relate to:
acknowledging discomfort or anger being prepared to fully participate communicating in an open way honesty honouring commitments sensitivity to social, cultural, personal situations and dynamics showing respect understanding of the consequences of actions
assessing when to keep quiet being aware of and responding to different personality knowing when it is appropriate or inappropriate to share
Professional discretion and judgement may relate to:
types
information knowing with whom information should be shared Different ways that different people may contribute may relate to:

different approaches to expressing opinions or ideas inclinations to lead or follow influence with others interpersonal skills networks past experience technical skills and expertise backing ideas up with information and rationale being prepared to argue for own ideas confidence in own ability to create many ideas confidence to share ideas confident articulation of ideas spending time developing and refining own ideas
Belief in personal ideas may be demonstrated by:
Language that demonstrates respect for others may involve:
acknowledging new ideas and effort avoiding negative words avoiding personal negatives like 'you cannot' or 'you
should not' choosing words wisely listening making differentiations between ideas and people managing tone speaking at a level appropriate to the listener
Demeanour that demonstrates respect for others may relate to:
avoiding intellectual bullying encouraging others to express ideas facial expression keeping a positive mindset listening before speaking physical position refraining from blame or accusation other non-verbal behaviour understanding the balance between constructive comment and attention seeking building in 'what if' scenarios encouraging a stocktake before moving forward making connections between seemingly disparate ideas refining ideas that seem positive returning to earlier ideas returning to key objectives suggesting new processes turning ideas 'on their head' to resolve blockages
Movement and shift of ideas may involve:

positive and full participation in a collaborative creative
process that generates, expands and develops ideas into a well-conceived solution communication and creative-thinking skills that make a positive contribution to the collaborative effort knowledge and understanding of the ethical framework in which any type of creative endeavour operates. Assessment must ensure:
involvement of a team of people in the collaborative
creative process.
evidence and third party workplace reports of on-the-job performance by the candidate direct observation of the candidate participating in collaborative creative activity interviews with others participating in the process to determine the nature and quality of the candidate's participation and interactions evaluation of candidate presentation (verbal or written) on the collaborative process, including challenges, benefits and key learning for the future oral or written questioning to assess knowledge of concepts of trust and ethical behaviour in the context of creative endeavour.
A collaborative creative effort always occurs in a specific context. Therefore holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended. Assessors must, however, retain a strong focus on the key aspects of collaboration and creativity detailed in this unit. Combined assessment with the following unit would also be appropriate:
BSBCRT301A Develop and extend critical and creative
thinking skills.
CUS09 Music (Version 1.1) BSBCRT501A Originate and develop concepts
BSBCRT501A
Unit Descriptor
Originate and develop concepts

This unit describes the performance outcomes, skills and knowledge required to originate and develop concepts for products, programs, processes or services to an operational level. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who originate and develop concepts of some complexity and progress that concept to the point where it can be implemented. Individuals may be employed by organisations, be sub contractors or consultants brought in by companies to work on specific projects, or be individuals or part of a team working independently. Concepts could be developed for any business or community activity or process such as marketing campaigns, staff development programs, information technology and communication systems. This unit is also highly relevant to practitioners in the creative industries who develop products such advertising campaigns, radio and television programs, entertainment events, films, exhibitions and digital media products. A person undertaking this role would operate with a high degree of autonomy and at a senior level if working within an organisation. However, the process of generating concepts and ideas is collaborative in nature. Skills associated with writing proposals to support concept development are covered in BSBWRT401A Write complex documents.
Unit Sector
No sector assigned
ELEMENT 1. Evaluate and explore needs and opportunities
Research and evaluate existing information that informs new concept development Where appropriate, identify and use gaps in current range of products, programs, processes or services as the catalyst for generating new ideas or concepts Expand the potential of new ideas through exploration of opportunities beyond the obvious Identify factors that could have an impact on ideas or concepts to be developed, including potential for commercialisation Determine whether other players are filling identified gaps or investigating similar opportunities Develop preliminary ideas on innovative and different ways to address needs and opportunities In consultation with relevant stakeholders, agree on broad parameters for developing ideas and concepts to meet market requirements Use a range of creative thinking techniques to generate innovative and creative concepts to address identified needs Challenge, test and experiment with different concepts and ideas as part of a collaborative process Evaluate concepts in terms of their suitability for the target audience or purpose, their feasibility and their commercial potential Take account of social, ethical and environmental issues as concepts and ideas are generated and discussed Identify resources required to achieve desired creative and innovative outcomes Evaluate the effectiveness of different strategies for achieving desired outcomes Select concepts or approaches that achieve required outcomes in an innovative and feasible way Present proposed concepts or approaches in an appropriate format Ensure concept development process is open to ongoing refinement and testing Seek input and feedback on concepts from relevant stakeholders Seek specialist advice on creative and technical aspects of proposals as required Compare concepts with best practice examples of similar products, programs, processes or services Use a range of creative and practical criteria to determine the advantages and disadvantages of different concepts Evaluate constraints on the realisation of concepts or ideas Refine proposals based on analysis and feedback
2. Develop a range of creative approaches
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8
3. Refine concepts
3.1 3.2 3.3 3.4 3.5 3.6 3.7
4. Develop concepts to an operational level
4.1 4.2 4.3
Use refined concepts as the basis for developing detailed implementation specifications Present specifications to relevant parties for approval, funding or endorsement Reflect on methodology used to generate concepts and ideas and note ways of improving this in the future
Required skills
communication and teamwork skills to work collaboratively on ideas and to articulate the
rationale for concepts in ways that promote constructive discussion with others creative thinking skills to generate a range of innovative concepts and ideas, to use lateral thinking and to take a visionary approach to developing concepts and ideas initiative and enterprise skills to pro-actively identify market requirements planning and organising skills to take account of practical issues for concept implementation self-management skills to meet deadlines.
Required knowledge
broad context in which concepts are being developed cultural, social and environmental issues and impacts to be considered in developing issues and requirements to commercialise the concept legal requirements that affect work in a given industry context practical and operational issues to be considered in a specific work or community range of broad practical and operational issues that determine whether a concept can be techniques for generating creative ideas and solutions, and for translating these ideas
new concepts
context
implemented (in any context) into workable concepts.
Existing information that informs new concept development may include:
creative brief market research organisational vision personal vision and creative aspiration
Products, programs, processes or services may include:
art and craft works advertising campaigns business services and processes designs festivals films interactive digital media products live entertainment productions or events manufactured products marketing and promotional campaigns museum and gallery exhibitions photoimaging services radio or television programs challenging existing assumptions and preconceptions considering radical change to the way things are done exploring practice in a totally different industry context investigating the use of new media making connections between seemingly unrelated activities codes of practice content cost effectiveness features of interactive digital media products: delivery platform level of interactivity look and feel navigation Indigenous laws and protocols length of program or film level of skill and understanding required for implementation nature and size of target audience organisational charter and policies purpose: advertising or marketing commercial educational entertainment game information relevant legislation, such as: copyright and intellectual property privacy results of market research revenue raised by existing market share technical feasibility
Exploration of opportunities beyond the obvious may involve:
Relevant stakeholders may include:
administrative staff clients/customers designers and other creative personnel directors external suppliers information technology personnel management program producers technical specialists writers
brainstorming: bulletin board buzz session computer-aided sequencing stop and go Edward de Bono's six thinking hats ego alter or heroes graphic organisers: concept fans visual maps webbing lateral thinking games making associations mind mapping morphological analysis sub-culture surfing trigger words use of metaphors and analogies vision circles word salads visualisation
computer hardware and software facilities printed material specialist equipment specialist staff training application forms to funding bodies or sponsors briefs for consultants concept maps electronic presentations to promote the concept in-house proposal forms
Creative and practical criteria may include:
cost-effectiveness evaluation against competing priorities fit with personal vision and aspirations fit with strategic directions of organisation fit with target market needs how innovative the concept is level of risk potential benefits technical feasibility time to realise the concept availability of resources and equipment availability of skilled experts and personnel cost level of technical difficulty limited funding sources limited potential for commercialisation time
Constraints may include:
Implementation specifications may include:
briefs for work detailed specification of concept including purpose and
content operational plan with responsibilities and time lines resources breakdown (financial, human and physical)

development of at least two concepts, substantiated and
supported with sufficient information to allow for implementation to occur generation of concepts and ideas that provide innovative solutions to identified issues knowledge of legal requirements that affect work in a given industry context. Assessment must ensure:
access to the full range of background information
required to evaluate the operational factors that will affect the implementation of concepts interaction with others to reflect the collaborative nature of the concept development process.
evidence and third party workplace reports of on-the-job performance by the candidate evaluation of concepts generated by the candidate, of the processes used to generate and test the ideas and the material developed to support the concept debate and discussion with the candidate to assess knowledge of the operational context and the broader factors that impact on concept development evaluation of presentation or 'pitch' made by the candidate in relation to a particular concept oral or written questioning to assess knowledge of cultural, social and environmental issues and impacts to be considered in developing new concepts.
CUS09 Music (Version 1.1) BSBCRT601A Research and apply concepts and theories of creativity
BSBCRT601A
Unit Descriptor
Research and apply concepts and theories of creativity

This unit describes the performance outcomes, skills and knowledge required to undertake research into different concepts and theories of creativity, and to apply those to a particular field of endeavour. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who use sophisticated research and critical analysis skills in the exploration of creativity and its application to work and life practice. This research may be related specifically to fields of practice traditionally considered as 'creative', such as the arts, but may equally relate to much broader fields of human activity and endeavour. The scope of the research activity has both significant depth and breadth. A broader, more general approach to the ideas and history surrounding creativity is found in BSBCRT403A Explore the history and social impact of creativity.
Unit Sector
No sector assigned
ELEMENT 1. Research concepts and theories of creativity
Use a range of research techniques to source information about creativity Identify and explore potential new, emerging and alternative sources of ideas and thinking about creativity Expand own knowledge and understanding of creativity through review and critical analysis of information Analyse, compare and contrast a range of theoretical perspectives and thinking on creativity Identify and explore the transmigration of creative thought to innovative output Evaluate the relevance and application of different theories and practices of creativity based on analysis of own work and life experience Analyse the ways in which different aspects of history, theory and other influences are applied, adapted or challenged in practice Assess the ways in which theories, thinking and practices about creativity may be applied that provide benefits to individuals, businesses and the community
2. Apply theories of creativity to practice
2.1 2.2 2.3
3. Develop, articulate and debate own perspectives theories and practices of creativity
3.1 3.2 3.3 3.4
Take a critical approach to different theories and reflect on own ideas and responses Develop own substantiated positions in response to research and analysis Articulate own positions in a manner which demonstrates clarity of thought and conceptual understanding of different theories and thinking Debate own positions on creativity showing belief in own ideas and a willingness to remain open to new perspectives
Required skills
critical thinking skills to analyse complex information and to develop and substantiate communication skills to articulate and debate complex concepts literacy and problem solving skills to research information dealing with complex concepts self-management skills to develop and substantiate own views and ideas.
own positions and responses to theories and thinking around creativity and theories of creativity
Required knowledge
different theories and concepts of creativity, including different historical perspectives potential and actual benefits of creativity for individuals, businesses and communities relationship between theories of creativity and creativity in practice (in a particular work
and current and emerging thinking or broader social context).
Research techniques may include:
analysis of consumer trends desk research finding style leaders informal discussions internet search interviews literature reviews observation of creative workers processes and behaviours personal experience tracking trendsetters

New, emerging and alternative sources of ideas and thinking may include:
component resourcing consumer trends current business theories emerging government policy emerging research fashion/design trends grazing hardware, electronics, junk, second hand goods etc. individuals in any fields of endeavour innovative organisations international trends new products and sub assembly components social trends adapting analysing and evaluating actions and policies challenging clarifying issues, values and standards comparing analogous situations comparing and contrasting ideals with practice comparing and evaluating beliefs, interpretations and theories critical path process debate and discussion developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions ideational connecting of unrelated information judging leap of faith making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences obtuse connections openness questioning reading and listening critically reflecting economic environmental geographic heritage historical local, national, international political philosophical social/cultural style/design
Critical analysis may involve:
Range of theoretical perspectives and thinking may be:
Own work and life experience may include:
evaluation of contexts in which creativity has flourished observation of nature observation of the man-made environment observations of the ways people interrelate reflection on own creative thinking and endeavours reflection on own experience with any type of creative endeavour or creative thinking workplace experience

Benefits to individuals, businesses and the community may include:
adaptability better individual and business relationships capacity for innovation and invention curiosity environmentally sustainable practices greater social cohesion high degree of value adding improved productivity and profit nimbleness of thought psychological wellbeing of individuals and communities grounded in appropriate research result of rational and logical thought supported by relevant information subjected to the analysis of others (e.g. peer review)
Substantiated positions may be positions which are:
Clarity of thought and conceptual understanding may be demonstrated by:
ability to exchange and debate ideas with others appropriate distillation of ideas to suit the required audience understanding clear articulation of ideas
purpose

conduct of at least one research project into past, current development of substantiated positions on creativity and knowledge of different theories and thinking on creativity
and emerging theories of creativity
its application in response to own analysis and research and its application in different social and work contexts.

use of current and emerging sources of information and
thinking on creativity.
evidence and third party workplace reports of on-the-job performance by the candidate evaluation of research undertaken by the candidate into theories and application of creativity observation of the candidate participating in discourse and debate on theories of creativity and on the candidate's own positions and ideas.
CUS09 Music (Version 1.1) BSBCUS301A Deliver and monitor a service to customers
BSBCUS301A
Unit Descriptor
Deliver and monitor a service to customers

This unit describes the performance outcomes, skills and knowledge required to identify customer needs and monitor service provided to customers. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate theoretical knowledge of customer service to provide technical advice and support to customers over either a short or long term interaction.
No sector assigned
Unit Sector
ELEMENT 1. Identify customer needs
Use appropriate interpersonal skills to accurately identify and clarify customer needs and expectations Assess customer needs for urgency to determine priorities for service delivery in accordance with organisational requirements Use effective communication to inform customers about available choices for meeting their needs and assist in the selection of preferred options Identify limitations in addressing customer needs and seek appropriate assistance from designated individuals Provide prompt service to customers to meet identified needs in accordance with organisational requirements Establish and maintain appropriate rapport with customers to ensure completion of quality service delivery Sensitively and courteously handle customer complaints in accordance with organisational requirements Provide assistance or respond to customers with specific needs in accordance with organisational requirements Identify and use available opportunities to promote and enhance services and products to customers
2. Deliver a service to customers
2.1 2.2 2.3 2.4 2.5
3. Monitor and report on service delivery
3.1 3.2 3.3 3.4 3.5 3.6
Regularly review customer satisfaction with service delivery using verifiable evidence in accordance with organisational requirements Identify opportunities to enhance the quality of service and products, and pursue within organisational requirements Monitor procedural aspects of service delivery for effectiveness and suitability to customer requirements Regularly seek customer feedback and use to improve the provision of products and services Incorporate evidence of customer satisfaction in decisions to modify products or services, ensuring they are within organisational requirements Ensure reports are clear, detailed and contain recommendations focused on critical aspects of service delivery
Required skills
literacy skills to read and understand a variety of texts; to prepare general information
and papers according to target audience; and to edit and proofread texts to ensure clarity of meaning and accuracy of grammar and punctuation technology skills to select and use technology appropriate to a task communication skills to monitor and advise on customer service strategies problem-solving skills to deal with customer enquiries or complaints analytical skills to identify trends and positions of products and services.
Required knowledge
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws financial legislation occupational health and safety (OHS) organisational policy and procedures for customer service including handling customer complaints service standards and best practice models public relations and product promotion techniques for dealing with customers, including customers with specific needs.
Appropriate interpersonal skills may include:
listening actively to what the customer is communicating providing an opportunity for the customer to confirm their questioning to clarify and confirm customer needs seeking feedback from the customer to confirm summarising and paraphrasing to check understanding of using appropriate body language
request
understanding of needs customer message
corporate customers individual members of the organisation individual members of the public internal or external other agencies accuracy of information advice or general information complaints fairness/politeness further information making an appointment prices/value purchasing organisation's products and services returning organisation's products and services specific information access and equity principles and practice anti-discrimination and related policy defined resource parameters goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements OHS policies, procedures and programs payment and delivery options pricing and discount policies quality and continuous improvement processes and standards quality assurance and/or procedures manuals replacement and refund policy and procedures who is responsible for products or services
Customer needs and expectations may include:
Effective communication may include:
giving customers full attention maintaining eye contact, except where eye contact may
be culturally inappropriate speaking clearly and concisely using active listening techniques using appropriate language and tone of voice using clear written information/communication using non-verbal communication e.g. body language, personal presentation (for face-to-face interactions) using open and/or closed questions

Designated individuals may include:
colleagues customers line management supervisor administrative errors such as incorrect invoices or prices customer satisfaction with service quality damaged goods or goods not delivered delivery errors product not delivered on time service errors warehouse or store room errors such as incorrect product delivered age beliefs/values culture disability gender language religious/spiritual observances extending time lines packaging procedures procedures for delivery of goods returns policy system for recording complaints updating customer service charter customer satisfaction questionnaires audit documentation and reports quality assurance data returned goods lapsed customers service calls complaints
Customer complaints may include:
Specific needs of customers may relate to:
Opportunities to promote and enhance services and products may include:
Verifiable evidence may include:

identifying needs and priorities of customers distinguishing between different levels of customer treating customers with courtesy and respect responding to and reporting on, customer feedback knowledge of organisational policy and procedures for
satisfaction
customer service.

access to an actual workplace or simulated environment access to office equipment and resources examples of customer complaints examples of documents relating to customer service standards and policies.
evidence and third party workplace reports of on-the-job performance by the candidate review of reports on customer service delivery analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of customer service strategies.
sales units other customer service units.
CUS09 Music (Version 1.1) BSBCUS401A Coordinate implementation of customer service strategies
BSBCUS401A
Unit Descriptor
Coordinate implementation of customer service strategies

This unit describes the performance outcomes, skills and knowledge required to advise on, carry out and evaluate customer service strategies, including the design of improvement strategies based on feedback. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals with a broad knowledge of customer service strategies who contribute well developed skills in addressing customer needs and problems. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.
No sector assigned
Unit Sector
ELEMENT 1. Advise on customer service needs
Clarify and accurately assess customer needs using appropriate communication techniques Diagnose problems matching service delivery to customers and develop options for improved service within organisational requirements Provide relevant and constructive advice to promote the improvement of customer service delivery Use business technology and/or online services to structure and present information on customer service needs Ensure customer service strategies and opportunities are promoted to designated individuals and groups Identify and allocate available budget resources to fulfil customer service objectives Promptly action procedures to resolve customer difficulties and complaints within organisational requirements Ensure that decisions to implement strategies are taken in consultation with designated individuals and groups Review client satisfaction with service delivery using verifiable data in accordance with organisational requirements Identify and report changes necessary to maintain service standards to designated individuals and groups Prepare conclusions and recommendations from verifiable evidence and provide constructive advice on future directions of client service strategies Maintain systems, records and reporting procedures to compare changes in customer satisfaction
2. Support implementation of customer service strategies
2.1 2.2 2.3 2.4
3. Evaluate and report on customer service
3.1 3.2 3.3 3.4
Required skills
literacy skills to read a variety of texts, to prepare general information and papers, and to planning skills to develop implementation schedules problem-solving skills to diagnose organisational problems relating to customer services.
write formal and informal letters according to target audience
Required knowledge
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues occupational health and safety (OHS) principles of customer service organisational business structure, products and services product and service standards and best practice models.
RANGE STATEMENT
Customer needs may relate to:
accuracy of information advice or general information complaints fairness/politeness further information making an appointment prices/value purchasing organisation's products and services returning organisation's products and services specific information analysing customer satisfaction surveys analysing quality assurance data conducting interviews consultation methods, techniques and protocols making recommendations obtaining management decisions questioning seeking feedback to confirm understanding summarising and paraphrasing
Communication techniques may include:
corporate customers individual members of the organisation individual members of the public internal or external other agencies access and equity principles and practice anti-discrimination and related policy confidentiality and security requirements defined resource parameters ethical standards goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements OHS policies, procedures and programs payment and delivery options pricing and discount policies quality and continuous improvement processes and standards quality assurance and/or procedures manuals replacement and refund policy and procedures who is responsible for products or services answering machine binder computer fax machine photocopier printer shredder telephone access to product database by customers online access to purchase, delivery and account records call/contact centre online ordering online payments online registration quick/reasonable response two-way communication online colleagues committee customers external organisation line management supervisor
Online services may include:
Designated individuals and groups may include:
Procedures to resolve customer difficulties may include:
external agencies (e.g. Ombudsman) item replacement referrals to supervisor refund of monies review of products or services using conflict management techniques
Customer complaints may include:
administrative errors such as incorrect invoices or prices customer satisfaction with service quality damaged goods or goods not delivered delivery errors products not delivered on time service errors specific e-business problems and issues: difficulty accessing services inactive links not appreciating differing hardware and software services not available supply errors such as incorrect product delivered time taken to access services unfriendly website design website faults warehouse or store room errors such as incorrect product delivered

Customer servic e strategies may include:
courtesy/politeness delivery times merchandise characteristics price offers product/refund guarantees product/service availability

identifying needs and priorities of the organisation in responding to and reporting on customer feedback designing strategies to improve delivery of products and knowledge of the principles of customer service.
delivering services to customers services

access to an actual workplace or simulated environment access to office equipment and resources examples of customer complaints, feedback and
strategies.
evidence and third party workplace reports of on-the-job performance by the candidate review of documentation reporting changes necessary to maintain service standards analysis of responses to case studies and scenarios demonstration of techniques observation of presentations oral or written questioning to assess knowledge of customer service techniques and strategies review of systems, records and reporting procedures to compare changes in customer satisfaction.
sales units other customer service units.
CUS09 Music (Version 1.1) BSBCUS501A Manage quality customer service
BSBCUS501A
Unit Descriptor
Manage quality customer service

This unit describes the performance outcomes, skills and knowledge required to develop strategies to manage organisational systems that ensure products and services are delivered and maintained to standards agreed by the organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Many managers are involved in ensuring that products and services are delivered and maintained to standards agreed by the organisation. Typically these managers have staff involved in delivering customer service and are responsible for the quality of their work. In many instances the work will occur within the organisation's policies and procedures framework At this level, the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies, will be required.
Unit Sector
Deleted/Superseded Units
ELEMENT 1. Plan to meet internal and external customer requirements 2. Ensure delivery of quality products and/or services
Investigate, identify, assess, and include the needs of customers in planning processes Ensure plans achieve the quality, time and cost specifications agreed with customers Deliver products and/or services to customer specifications within organisation's business plan Manage team performance to consistently meet the organisation's quality and delivery standards Assist colleagues to overcome difficulty in meeting customer service standards using leadership, supervision, coaching and mentoring Develop and use strategies to monitor progress in achieving product and/or service targets and standards Develop and use strategies to obtain customer feedback to improve the provision of products and/or services Develop, procure and use resources effectively to provide quality products and/or services to customers Make decisions to overcome problems and to adapt customer services, products and/or service delivery in consultation with appropriate individuals and groups Manage records, reports and recommendations within the organisation's systems and processes
3. Monitor, adjust and review customer service
3.1 3.2 3.3 3.4 3.5
Required skills
communication, coaching and mentoring skills to provide support to colleagues problem-solving skills to deal with complex and non-routine difficulties.
Required knowledge
techniques for solving complaints including the principles and techniques involved in the
management and organisation of: customer behaviour customer needs research customer relations ongoing product and/or service quality problem identification and resolution quality customer service delivery record keeping and management methods strategies for monitoring, managing and introducing ways to improve customer service relationships strategies to obtain customer feedback.
Customers may be:
Board members clients, purchasers of services co-workers, peers and fellow frontline managers members of the general public who make contact with the organisation, such as prospective purchasers of services potential funding bodies supervisors suppliers of goods and services and contractors providing goods and services
characteristics of a product, system, service or process
Quality may refer to:
that meet the requirements of customers and interested parties
Strategies may refer to:
databases and other controls to record and compare data electronic feedback mechanisms using intranet, internet
over time
and email feedback forms and other devices to enable communication from customers long-term or short-term plans for monitoring achievement and evaluating effectiveness policies and procedures questionnaires, survey and interviews training and development activities buildings/facilities equipment finance information people power/energy technology time

plans, policies or procedures for delivering quality demonstrated techniques in solving complex customer
customer service
complaints and system problems that lead to poor customer service knowledge of techniques for solving complaints.

access to appropriate documentation and resources
normally used in the workplace.
assessment of written reports demonstration of techniques direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job performance by the candidate observation of performance in role plays evaluation of leadership, supervision, coaching and mentoring used to assist colleagues to overcome difficulty in meeting customer service standards review of strategies developed and used to monitor progress in achieving product and/or service targets and standards review of records, reports and recommendations about managing customer service.
other units from the Diploma of Management.
CUS09 Music (Version 1.1) BSBDES201A Follow a design process
BSBDES201A
Unit Descriptor
Follow a design process

This unit describes the performance outcomes, skills and knowledge required to follow a design process at a basic level. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to any individual who follows a design process to respond to specific issues or challenges, including product and service requirements arising from particular business or community needs. The unit acknowledges the need to encourage the development of skills, which are sometimes called 'design thinking' or 'design consciousness'. In essence, the unit is about purposeful problem solving - defining the challenge, coming up with ideas, working with others to develop ideas, reflecting on progress, presenting an idea so it can be implemented and, of course, evaluating whether an idea has met the original challenge. Designers use the processes described in this unit but at a much more sophisticated and complex level. This unit is not about being a designer.
Unit Sector
No sector assigned
ELEMENT 1. Clarify the challenge
Confirm the nature and scope of the challenge with stakeholders Agree on specific objectives with stakeholders Identify any constraints that may impact on the design process Identify and source relevant supporting information and assistance Generate a range of ideas to respond to the challenge Explore different options and ideas for meeting objectives Involve others in the process of developing ideas and solutions Reflect on different ideas and feedback, and select a preferred solution Summarise the key ideas in the solution and present to stakeholders in appropriate format Obtain any required approvals to take the solution to the next stage
2. Explore different ideas and solutions
2.1 2.2 2.3
3. Select and present a solution
3.1 3.2 3.3
4. Implement the solution
4.1 4.2 4.3 4.4
Schedule key tasks and organise resources to support implementation Carry out testing, prototyping or trialling of the proposed solution Maintain any required documentation Identify problems and seek advice and guidance from others Check the success of the solution based on original objectives Seek feedback from appropriate stakeholders Review both the solution and the process undertaken to develop the solution as part of an ongoing learning process
5. Evaluate the solution
5.1 5.2 5.3
Required skills
communication skills to liaise with others, to share ideas, and to present information and
ideas clearly and concisely creative thinking skills to generate ideas in response to a defined problem or need in a familiar context literacy skills to analyse and interpret information dealing with concepts and ideas from own area of work problem-solving skills to identify problems and to work with others to develop solutions self-management skills to take responsibility for own work as part of an overall collaborative process.
Required knowledge

context for the challenge, including any specific factors that impact on work creative thinking techniques that can be used to generate ideas in any context key features and steps in the design process as a way of thinking and solving problems legal framework that impacts on activities in a particular context potential sources of information for new ideas, relevant to the specific context.
Nature and scope of the challenge could be very varied, and may relate to new or improved:
applications of materials or equipment processes products or services systems uses of technology
Stakeholders may include:
client end users friends and family supervisor or manager work colleagues (working in the same or different areas) availability of materials, equipment or tools boundaries about what can and cannot be changed legal restrictions time and budget drawings, specifications or other technical data ideas from colleagues industry associations or organisations personal experience policy and procedures manuals print or electronic media (including internet) reference manuals technical experts
Constraints may relate to:
Relevant supporting information and assistance may include:
Different options and ideas may be generated by:
brainstorming: stop and go sequencing buzz session bulletin board computer-aided daydreaming and mental wandering Edward de Bono's six thinking hats ego alter or heroes graphic organisers: visual maps webbing concept fans lateral thinking games making associations mind mapping morphological analysis storytelling sub-culture surfing trigger words use of metaphors and analogies vision circles visualisation wishful thinking word salads
Appropriate format may be:
checklists digital presentation drawings/sketches models plans verbal presentation equipment financial resources human resources information technology support materials tools
Resources to support implementation may include:
Testing, prototyping or trialling may involve:
creating a physical model or sample testing the solution against different scenarios using a small group to test the solution
diary showing progress of work progress reports records of communication (e.g. emails) working drawings
Advice and guidance may involve:
facilitating access to networks or contacts facilitating access to resources providing technical expertise

active participation in a project which uses the design
process to develop solutions to a given challenge effective communication skills to be a member of a collaborative team knowledge of the design process, and how it can be used in developing solutions to different issues and challenges.

access to materials, tools and equipment required to interaction with others to reflect the collaborative nature of
implement solutions in the given work context the design process.
evidence and third party workplace reports of on-the-job performance by the candidate direct observation of the candidate participating in collaborative processes evaluation of documentation maintained by the candidate to support different ideas evaluation of a presentation made by the candidate outlining proposed solutions and processes used to develop those solutions oral or written questioning to assess knowledge of parameters and context for work in a given industry context.
The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
other technical or specialist units from particular areas of
work.
CUS09 Music (Version 1.1) BSBDES202A Evaluate the nature of design in a specific industry context
BSBDES202A
Unit Descriptor
Evaluate the nature of design in a specific industry context

This unit describes the performance outcomes, skills and knowledge required to evaluate the nature and role of design in a particular industry context. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Design occurs in all industries and increasingly, quality design is considered a key factor in building organisational and industry capacity and competitiveness. This unit applies to individuals working in any context, who need to develop a basic appreciation and knowledge of the way that design works in a particular industry, and of its potential impacts on industry and individual work practice.
Unit Sector
No sector assigned
ELEMENT 1. Source information on design in a given industry context
Investigate the nature, history, role and importance of design in the industry Evaluate the roles played by designers and other contributors in the design process Source information on the impacts of technology on design in the industry Investigate impacts of design on own work Consider role of individual workers across the industry in affecting future design directions Identify and access opportunities to maintain currency of knowledge about industry design trends Evaluate how design trends affect the overall industry and the way it operates Share information and pro-actively discuss emerging trends with work colleagues Identify trends that will impact on own work and seek opportunities to develop appropriate skills
2. Examine links between design and own work 3. Keep up to date with industry design trends
2.1 2.2 3.1 3.2 3.3 3.4
Required skills
communication skills to discuss design in a particular industry context with others research and literacy skills to source and interpret a wide range of information sources self-management and learning skills to take responsibility for identifying and accessing
on design in a particular industry context professional development opportunities.
Required knowledge consumer/end-user expectations current and emerging technologies and their effects on design in the industry current and past designers of influence in the industry current trends in use of design in a given industry context different definitions of design, and the differences and similarities between design and product development major design trends in the industry role of design in a given industry context.
Nature, history, role and importance of design may relate to:
changing nature of consumer expectations design and the role it plays in overall industry
development, both locally and overseas design as competitive edge for individual organisations historical development of design in the industry important design influences in the industry links between design and legislation (e.g. specific requirements such as emission controls for vehicles, safety features of buildings, solar protection for clothing) marketing operations product development production
Other contributors may be those involved in:
Impacts of technology may include:
changes in work structures changing staff demographics different relationships with other industries (e.g.
information technology) different staff requirements location changes to accommodate different technologies
Impacts of design on own work may include potential changes to:
cost structures and resulting work practices equipment materials own roles and responsibilities procedures skill requirements
Role of individual workers may relate to:
adapting processes for greater efficiency developing design ideas based on operational knowledge pro-actively making suggestions about new ways of doing providing feedback on design concepts
and experience things
Opportunities to maintain currency of knowledge may include:
attendance at seminars or other professional
development opportunities conferences exhibitions and trade shows formal training industry associations or organisations industry social functions master classes media (including internet) reference manuals unions or employer bodies

sourcing and interpreting a range of information sources knowledge of design in a specific industry context, and its
on design and applying concepts to own work situation impact on individual work practice.

access to sources of information on design in a specific
industry context.
evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of the nature, history, role and importance of design in a specific industry context.
CUS09 Music (Version 1.1) BSBDES305A Source and apply information on the history and theory of design
BSBDES305A
Unit Descriptor
Source and apply information on the history and theory of design

This unit describes the performance outcomes, skills and knowledge required to source information on design history and theory, and to apply that information to one's own area of work. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who work in design and need to develop and maintain a general knowledge of design history and theory. More complex research into design theory and design trends is covered by BSBDES602A Research global design trends and BSBDES701A Research and apply design theory.
Unit Sector
No sector assigned
ELEMENT 1. Collect information on history and theory of design
Identify and access relevant sources of information on design history and theory Organise research material and findings for current or future use in design practice, in a manner which facilitates easy access and cross-referencing Evaluate information in the context of current design practice Assess ways in which aspects of information on design history and theory could be used or adapted to inform current practice Use relevant information in a culturally appropriate way to develop an understanding of own area of work Identify and use opportunities to update and expand knowledge of design trends and developments Incorporate and integrate knowledge into design activities
2. Apply information to own area of work
2.1 2.2 2.3
3. Update and maintain knowledge of design trends
3.1 3.2
Required skills The following skills must be assessed as part of this unit:
research and comprehension skills to source, understand and apply information on research skills to source readily available information on design history and theory.
design history and theory
Required knowledge
copyright, moral rights, intellectual property issues and legislation as it relates to using
information in own work current trends in design evolution of design organisational information practices and their application sources of information on design history and theory relevant to own design work.
cultural, historical, scientific texts film, video, internet images, objects journal articles oral histories performances/presentations philosophical texts religious and spiritual texts stories technical or medium specific information aesthetics criticism cultural issues gender and identity issues histories of art, craft and design histories of performances/presentations and related skills land and place new technologies politics spiritual concerns world histories
Information may relate to:
Organising research material may include:
databases diagrams, charts digital storage systems files, scrapbooks, diaries mind maps sketches comparing considering merit contrasting critiquing discussing and debating reflecting
Evaluating information may include:

knowledge of the history and theory of design and how application of research and evaluation skills.
this may be applied in design practice

access to information sources on design history and
theory.
evidence and third party workplace reports of on-the-job performance by the candidate evaluation of how history and theory have been integrated into a design project undertaken by the candidate evaluation of a presentation made by the candidate about how design history or theory has influenced work oral or written questioning to assess knowledge of design history, trends and theory.
CUS09 Music (Version 1.1) BSBDES401A Generate design solutions
BSBDES401A
Unit Descriptor
Generate design solutions

This unit describes the performance outcomes, skills and knowledge required to generate design solutions in response to a particular design need. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who generate concepts and solutions in response to a design challenge in any industry context. The starting point may be an open or closed brief; a spontaneous idea; modification of an existing product, service, process or system; or a point in an ongoing design process. This unit builds on BSBDES201A Follow a design process, and places greater focus on research, concept generation and collaboration with others as key aspects of the design process.
Unit Sector
No sector assigned
ELEMENT 1. Define the design challenge
Determine and evaluate user/client needs Clarify specifications, parameters and constraints of the design challenge in consultation with relevant stakeholders Articulate the essence of the design challenge in an appropriate format Source, evaluate and acknowledge information that may assist in responding to the design challenge Consider historical, current and future perspectives and trends that might inform design solutions Consider relevant social, economic, environmental, ethical and cultural issues that may impact on design solutions Analyse, distil and collate information to inform the development of the design solution Establish and develop working relationships with key stakeholders Seek and integrate input and ideas from others during the design process Inform key stakeholders about progress of the design and related implications Negotiate and agree on any changed requirements or modifications
2. Undertake research to inform the design solution
2.1 2.2 2.3 2.4
3. Communicate and collaborate with others
3.1 3.2 3.3 3.4
4. Generate ideas and responses to the design challenge
4.1 4.2 4.3
Reflect on and integrate ideas generated from research and consultation Use a range of creative thinking techniques to generate different options and ideas Apply relevant principles of functionality, ergonomics, aesthetics and sustainability to the development of different options Develop and use a range of criteria against which to evaluate different options and ideas Select a preferred solution against agreed criteria and in consultation with relevant key stakeholders Adjust and refine proposed design solution based on research, testing and reflection Present proposed design solution with appropriate supporting documentation according to project requirements
5. Select a design solution
5.1 5.2 5.3 5.4
Required skills
communication skills to liaise, consult and negotiate with others on potentially complex creative, critical thinking and problem-solving skills to generate a range of ideas and
issues
solutions to a particular design challenge research skills to interpret and develop a wide range of visual and written information sources planning and organisational skills to collate information, and to coordinate liaison and consultation with others during the design process. Required knowledge
copyright, moral rights and intellectual property issues and legislation that impact on elements and principles of design and their application in the relevant design context features of the wider industry, economic, social and historical context in which design other designs and the work of other design practitioners in the relevant context sources of information that support the development of technical and other knowledge technical knowledge of the area for which design solutions are being generated - in
design in the relevant context
solutions are being generated
terms of materials, tools, equipment, techniques and industry processes and procedures.
User/client needs may be:
expressed in a brief: diagrammatic verbal visual written expressed in other documentation such as research
papers or workplace plans informally articulated in need of further research Specifications, parameters and constraints may relate to:

audience budgeting and financing cost of production medium purpose technical issues timeframes
Appropriate format may include:
drawings or sketches - manual or computer aided design
and drafting (CADD) electronic presentation verbal presentation written notes with rationale or description

Information may include:
codes of practice contractual obligations historical data industry standards legal requirements specialist information technological trends and developments industry context materials social or ethical issues sustainability technologies
Historical, current and future perspectives and trends may relate to:
Social, economic, ethical and cultural issues may include:
availability of materials, tools or equipment budgetary issues community impact cost of production customer relationships government policies sponsorship opportunities triple bottom line (people, planet, profit) workforce relationships conservation of resources energy efficiency environmental consciousness/green design recycling use of renewable resources waste/by products/emissions client employer end user peers supervisor technical experts work colleagues
Environmental issues may include:
Key stakeholders may include:
brainstorming: bulletin board buzz session computer-aided sequencing stop and go daydreaming and mental wandering Edward de Bono's six thinking hats ego alter or heroes graphic organisers: concept fans visual maps webbing lateral thinking games making associations mind mapping morphological analysis storytelling sub-culture surfing trigger words use of metaphors and analogies vision circles visualisation wishful thinking word salads
Functionality, ergonomics, aesthetics and sustainability may be related to: Criteria against which to evaluate different options and ideas may relate to:
end use and users production processes
access to resources - physical, human or financial aesthetic appeal consistency with original brief desired level of originality and innovation ease of manufacture or further development environmental sustainability ethical issues health and safety requirements impact upon client and community industry standards and practice legal issues level of risk personal affinity with medium and materials technological considerations drawings or plans illustrations material samples models photographs specifications for production
Supporting documentation may include:

development of a design solution through research,
effective collaboration with others in the design process knowledge of design trends and technologies in the
reflection and the generation and refinement of ideas relevant industry context.

interaction with others to reflect the collaborative nature of access to sources of information on design in the relevant
the design process industry context.
evidence and third party workplace reports of on-the-job performance by the candidate evaluation of a design solution generated by the candidate against an original brief, set of criteria or guiding objectives evaluation of the process used to reach a design solution in terms of research and ideas generation/refinement oral or written questioning to assess knowledge of technical and context issues that impact on design in a given industry context.
The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended. Combined assessment with the following unit is appropriate:
BSBCRT301A Develop and extend critical and creative
thinking skills.
CUS09 Music (Version 1.1) BSBDES501A Implement design solutions
BSBDES501A
Unit Descriptor
Implement design solutions

This unit describes the performance outcomes, skills and knowledge required to take a design concept or solution to the implementation stage. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who implement concepts and solutions in response to a design challenge in any industry context. It takes BSBDES401A Generate design solutions, to the next stage focusing on the resourcing and testing of a design concept. The outcome of work could be a completed product, object, system or service, but is more likely to be a complete or partial prototype or model for the design. The focus of the unit is on a general knowledge of design techniques and processes, and practical application to a specific design context.
Unit Sector
No sector assigned
ELEMENT 1. Organise resources for realising the design solution
Confirm the nature and scope of the proposed design solution Research resources required for developing the design concept to implementation stage Investigate different factors that impact on the selection and use of resources Select and prepare resources based on research and other legislative or organisational requirements Experiment with a range of different techniques and processes to test the design solution Evaluate, challenge and refine testing processes Gain input and feedback from key stakeholders during the testing process Accurately document outcomes of testing Select final design solution based on outcomes of testing and input from others Create prototype or model based on agreed approaches Where appropriate, select and organise materials, tools and equipment according to chosen design solution Expose model or prototype to quality checks and ongoing analysis, enhancement and refinement Compare completed prototype or model against identified needs and other considerations and make adjustments as required
2. Test the design solution
2.1 2.2 2.3 2.4 2.5
3. Develop the prototype or model
3.1 3.2 3.3 3.4
4. Present the prototype or model
4.1 4.2 4.3
Identify key stakeholders to whom design should be presented Select appropriate format for presentation based on nature of the audience and design Present prototype or model in a way that optimises clarity, conciseness and appeal
Required skills
communication skills to consult with others on testing and refinement of the design
solution creative thinking skills to develop and adapt responses to experimentation and testing processes literacy skills to interpret and develop a wide range of visual and written information sources planning and organisational skills to organise resources and to coordinate a testing process, including liaison and consultation with others during the design process problem-solving skills to respond to unpredictable issues and challenges that arise during the testing process.
Required knowledge
copyright, moral rights and intellectual property issues and legislation that impact on elements and principles of design and their application in the relevant design context features of the wider industry, economic, social and historical context for the design other designs and the work of other design practitioners in the relevant context sources of information that support the development of technical and other knowledge technical knowledge of the area for which design solutions are being implemented - in
design in the relevant context solution
terms of relevant resources, materials, tools, equipment, techniques and industry processes and procedures.
Resources will depend on the nature of the design, but may be:
financial: budget allocation grants in kind contributions sponsorship human expertise: creative financial management technical physical: hardware or software materials tools workspaces
Implementation stage could be the point at which:
marketing can commence production can commence production is confirmed staff can be employed environmental considerations industry context social or ethical issues sustainability technologies commonwealth or state/territory legislation licensing requirements local regulations and standards policies or procedures colour tests mock ups models practice pieces samples scenario testing stress tests
Factors that impact on the selection and use of resources may relate to:
Legislative or organisational requirements may relate to: Techniques and processes to test the design solution will depend on the nature of the design, and may include:
client employer end user peers supervisor technical experts work colleagues access to and availability of resources aesthetic considerations budgetary constraints ease of manufacture opportunities for innovation specifications of a brief wider industry trends
Identified needs and other considerations may relate to:
drawings or sketches - manual or computer aided design electronic presentation verbal presentation written notes with rationale or description
and drafting (CADD)

critical analysis, testing and development of a model,
prototype or aspect of a design solution to meet an identified need knowledge of design trends and technologies in the relevant industry context. Assessment must ensure:
interaction with others to reflect the collaborative nature of access to resources required to test a design solution in a
the design process
given industry context (e.g. finance, materials, tools, equipment, expertise).
evidence and third party workplace reports of on-the-job performance by the candidate evaluation of a design solution implemented by the candidate against an original brief, set of criteria or guiding objectives evaluation of the processes used to test and refine the solution oral or written questioning to assess knowledge of technical and context issues that impact on design in a given industry context.
The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended. Combined assessment with the following unit is appropriate:
BSBDES401A Generate design solutions.
CUS09 Music (Version 1.1) BSBDES601A Manage design realisation
BSBDES601A
Unit Descriptor
Manage design realisation

This unit describes the performance outcomes, skills and knowledge required to manage the process of taking a design from concept to final realisation or production. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals working in any industry context or design discipline who take responsibility for turning design concept into reality - a product or service of value to the end user. This person could be an individual designer-maker or a designer working as part of a larger design/production team. The unit has a strong focus on planning, implementation and monitoring skills, combined with a sound knowledge of design and production issues and challenges in a given context. In practice this unit supports and is supported by other units describing the specialist skills and knowledge required by specific design disciplines.
Unit Sector
No sector assigned
ELEMENT 1. Plan realisation of the design
Collect, analyse and maintain relevant information on the design Discuss and agree on standards of work and monitoring requirements with appropriate stakeholders Develop clear plan and schedule for design realisation, including key roles and responsibilities linked to time lines and budget Organise and/or allocate resources to achieve the realisation of design within required standards, timeframes and budget Liaise with others involved in design realisation to ensure obligations and quality standards are met within time, budget and technical resources Maintain accurate, relevant and complete documentation in accordance with agreed standards Monitor process to ensure integrity of design is maintained at all times, including through the process of challenging and interrogating own design work Promptly identify difficulties or problems that arise in relation to realisation of the design and take action to rectify the situation
2. Implement and monitor realisation of the design
2.1 2.2 2.3 2.4 2.5
3. Liaise and negotiate with stakeholders
3.1 3.2 3.3 3.4
Establish and maintain appropriate communication channels with relevant stakeholders Pro-actively seek and provide information to facilitate effective design realisation Adhere to agreed terms and conditions or negotiate appropriate changes in light of changed circumstances Negotiate and agree on revisions with relevant parties in a professional manner, to enhance quality of outcome Finalise design outcomes in accordance with terms and conditions Seek feedback from key stakeholders on finished design and make final adjustments as agreed Evaluate completed design in relation to own work and overall process, to inform future practice
4. Complete design process
4.1 4.2 4.3
Required skills
communication and negotiation skills to lead and participate in effective client/principal, creative thinking skills to generate new or adapted ideas in response to realisation literacy skills to research and evaluate a wide range of source materials on design and
stakeholder and project team liaison during design realisation challenges
to complete relevant design documentation numeracy skills to manage budgets planning and organisational skills to coordinate and lead potentially complex processes involving a range of interrelated factors and challenges problem-solving and decision making skills to develop and implement solutions to unpredictable problems. Required knowledge
copyright, moral rights, intellectual property issues and legislation that impact on design occupational health and safety requirements relevant to the particular work production/realisation processes as they apply to designs in a particular industry context quality assurance for design concept realisation applicable to the specific industry
work in the relevant industry context at a managerial level context/design discipline
or design discipline including materials, tools, equipment and processes context/design discipline.
Relevant information on the design may include:
artwork brief checklists financial data models production data prototypes specifications technical data visual diagrams working drawings budget targets creative issues legal issues reporting requirements technical quality timeframes
Standards of work and monitoring requirements may relate to:
Appropriate stakeholders may include:
client community others on whom the design will impact, for example others working on the design realisation process supervisor/manager
technical or production personnel
financial human physical
Documentation to be maintained may include:
digital records and presentations financial reports models photographs progress reports prototypes records of work working drawings
Difficulties or problems may relate to:
budgetary overruns conceptual issues legal issues scheduling problems technical quality electronic updates inspections project meetings telephone discussions
Communication channels may include:

planning and implementation of design realisation so that
finished product or service meets the requirements of design brief effective communication and negotiation skills in relation to working with others for design realisation knowledge of the design process in the specific industry context/design discipline. Assessment must ensure:
access to resources, tools, materials and equipment for
access to a design concept that the candidate can take to interaction with and involvement of others to reflect the
realisation of a design in specific context realisation stage
collaborative nature of the unit and the communication and negotiation skills required.
evidence and third party workplace reports of on-the-job performance by the candidate evaluation of finished products or services where the candidate has managed the realisation process evaluation of progress reports or completion reports prepared by the candidate evaluation of candidate reports on the realisation process highlighting different management techniques used, challenges in the process and how these were addressed.
The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
any specialised design unit.
CUS09 Music (Version 1.1) BSBDES602A Research global design trends
BSBDES602A
Unit Descriptor
Research global design trends

This unit describes the performance outcomes, skills and knowledge required to research and critically evaluate global design trends. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who need to maintain a current and comprehensive knowledge of global design trends to inform their own professional practice. Often the individual would be a designer, but the unit may also be relevant to those who work in related management, marketing and production areas. The unit focuses on research and analysis of information and ideas at a complex level, plus the evaluation and extension of one's own professional skills.
Unit Sector
No sector assigned
ELEMENT 1. Research design trends
Analyse and select formal and informal research strategies to source information on global design trends Identify and explore new and alternative sources Evaluate the credibility of information gathered and ensure research scope is sufficiently broad Use information to challenge and extend own perspectives and ways of thinking Examine and assess the implications and consequences of design trends on own work Use critical analysis to identify creative or commercial opportunities presented by emerging trends and technologies Develop systems to identify and respond to future opportunities Develop substantiated positions and ideas in relation to global design trends Generate informed discussion, debate and critical analysis with peers and colleagues Use debate and feedback as a way of challenging and refining own positions Pro-actively identify and use opportunities presented by research to extend own design skills Re-evaluate and refine approaches to work in the context of current and emerging trends Use practice, discussion and ongoing evaluation to continuously improve skills
2. Analyse design trends to inform own practice
2.1 2.2 2.3 2.4
3. Develop and articulate positions and ideas
3.1 3.2 3.3
4. Extend own design skills
4.1 4.2 4.3
Required skills
communication skills to articulate and debate conceptual or technical ideas critical thinking skills to distil and synthesise information from varied sources and to literacy skills to research complex, varied and unfamiliar information sources planning and organisational skills to undertake the research process.
develop own positions and ideas on a complex range of issues
Required knowledge
broad global design trends that apply to all design disciplines business implications/consequences of adopting trends and emergent technologies copyright/moral/intellectual property issues associated with research and with design design industry networks and professional development opportunities - local, national research methodologies and options sources of information on global design, design trends and broader references that may
more broadly
and international
inform emerging and innovative design practice specific current and emerging design technologies and trends (at a global level) in at least one area of design.
RANGE STATEMENT
Formal and informal research strategies may include:
formal study participating actively in relevant industry associations participating in, and contributing to, discussion through participating in professional development and other
conferences, meetings, seminars, courses and journals
learning opportunities reading current literature, including specialist journals and industry magazines web research Information on global design trends may relate to: best practice examples emerging and future technology history philosophy role of design in the broader social, economic and political environment sustainability

New and alternative sources may include:
inspirations from nature work from other areas of community or business activity
for example: artists authors business people entertainers film makers historians philosophers photographers scientists
Critical analysis 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 grounded in appropriate research result of rational and logical thought subjected to the analysis of others supported by relevant information
Substantiated positions and ideas may be those which are:

conducting research on a complex range of design analysing, critiquing and synthesising complex sources to
issues, trends and ideas
develop own positions and ideas design research knowledge of copyright/moral/intellectual property issues associated with research and with design more broadly.

use of a current and varied range of familiar and
unfamiliar information sources.
evidence and third party workplace reports of on-the-job performance by the candidate evaluation of research undertaken by the candidate in terms of scope, depth and the level of critical thinking applied direct observation of candidate debating issues arising from research into global design trends oral or written questioning to assess knowledge of global design trends in terms of depth and complexity.
CUS09 Music (Version 1.1) BSBDIV301A Work effectively with diversity
BSBDIV301A
Unit Descriptor
Work effectively with diversity

This unit describes the performance outcomes, skills and knowledge required to recognise and interact productively with diversity in the workplace. It covers sensitive responses to, and interactions with, all manner of diversity that might be encountered during the course of work. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who work in a variety of contexts, where they will be expected to interact with a diverse client and/or co worker population.
No sector assigned
Unit Sector
ELEMENT 1. Recognise individual differences and respond appropriately
Recognise and respect individual differences in colleagues, clients and customers Respond to differences sensitively Ensure behaviour is consistent with legislative requirements and enterprise guidelines Accommodate diversity using appropriate verbal and non-verbal communication Recognise and document knowledge, skills and experience of others in relation to team objectives Encourage colleagues to utilise and share their specific qualities, skills or backgrounds with other team members and clients in order to enhance work outcomes Ensure relations with customers and clients demonstrate that diversity is valued by the business
2. Work effectively with individual differences
2.1 2.2 2.3
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds problem-solving and initiative skills to recognise and address own responses to
and people with diverse abilities difference.
Required knowledge
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety major groups in the community and work environment, as defined by cultural, religious and other traditions and practices reasonable adjustments that facilitate participation by people with a disability value of diversity to the economy and society in terms of workforce development, Australia's place in the global economy, innovation and social justice.
Individual differences may include:
ability age belief systems/values culture expertise/experience/working styles gender interests interpersonal style language mental ability past experiences physical characteristics politics race religion sexual orientation thinking and learning styles
Colleagues may include:
internal customers junior staff managers and supervisors peers stakeholders
Legislative requirements may include:
disability discrimination legislation human rights and equal opportunity legislation racial and sex discrimination legislation codes of conduct or ethics diversity policies human resources policies and procedures
Enterprise guidelines may include:

adjusting language and behaviour as required by awareness of diversity issues knowledge of relevant legislation.
interactions with diversity

access to an actual workplace or simulated environment access to office equipment and resources examples of diversity issues in the workplace examples of documents relating to diversity policies and procedures.
analysis of responses to case studies and scenarios direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of sourcing support about workplace diversity review of documentation outlining the knowledge, skills and experience of others in relation to team objectives.
workplace effectiveness units.
CUS09 Music (Version 1.1) BSBDIV601A Develop and implement diversity policy
BSBDIV601A
Unit Descriptor
Develop and implement diversity policy

This unit describes the performance outcomes, skills and knowledge required to research diversity, draft policy, plan for implementation, and implement diversity policy. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit covers the cycle of policy development with a specific focus on diversity and its importance to organisational activity. The policy takes a whole of organisation approach and sees diversity as an asset to the organisation.
Unit Sector
No sector assigned
ELEMENT 1. Research diversity
Analyse existing practices and information in relation to diversity Identify potential benefits of diversity and analyse in relation to business objectives Consult key stakeholders about their requirements for a diversity policy Access diversity policies from similar organisations and review for relevance to own organisation Draft diversity policy Develop action plans for policy Consult key stakeholders for feedback on draft policy and action plans Determine relationships and links with other related policies Revise policy for implementation Explain and interpret policy to key stakeholders Promote policy across the organisation through a range of communication channels Identify intended and unintended impacts of policy implementation Develop tools, benchmarks and other indicators for planning and measuring impact of policy implementation Monitor business activities, team plans and staff performance to ensure diversity policy is effectively implemented Gather and analyse information about diversity, the policy and its implementation Consult key stakeholders to provide feedback on the policy Develop and approve recommendations for changes to the policy Refine policy
2. Draft policy and plan for implementation
2.1 2.2 2.3 2.4 2.5
3. Implement diversity policy
3.1 3.2 3.3 3.4 3.5
4. Review diversity policy
4.1 4.2 4.3 4.4
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds high level research and analytical skills to review business needs and to determine how interpersonal skills to consult and negotiate with people at all levels, and to present
and people with diverse abilities diversity approaches apply
ideas for change and foster support for them planning and organising skills to implement and monitor diversity policy. Required knowledge
business operations including: familiarity with structure, roles and responsibilities business plans and strategic direction issues that can be linked to diversity diversity within the community and business environment: cultures beliefs traditions and practices equal opportunity theory productive diversity - contemporary theory about diversity and its potential contribution to legislation, codes of practice and national standards, for example: Commonwealth Human Rights and Equal Opportunity Act Commonwealth Racial Discrimination Act/s Commonwealth Sex Discrimination Act Commonwealth Disability Discrimination Act relevant state/territory legislation. 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.
business advantage
complaints and grievances e.g. sexual harassment, racial
discrimination customer analysis and feedback equal opportunity targets recruitment patterns stakeholder opinions statistical data
Diversity includes differences in:
age belief systems and values culture expertise, experience and working styles gender interests interpersonal style language, literacy and numeracy physical differences politics race religion sexual orientation thinking and learning styles
Business objectives may include:
business goals and plans future directions statements vision or mission statements
customers and clients heads of business units managers and supervisors organisation executives staff working in a range of job roles and functions benefits of recognising diversity human resources practices key diversity issues for the organisation organisational vision and purpose about diversity policies the organisation will commit to proposed action reasonable adjustments financial plans promotional strategies resource requirements risk management issues and strategies sales and distribution projections specific actions, initiatives and tasks to be undertaken staffing/responsibility requirements and arrangements time lines face-to-face meetings inclusion in training events internet and intranet posters, leaflets and fliers presentations and speeches
Diversity policy may include:
Action plans may include:
Communication channels may include:

development of a comprehensive diversity policy with
details of an implementation strategy and how it will be monitored and reviewed OR critical analysis of an existing diversity policy with an evaluation of its effectiveness and recommendations for improvement knowledge of relevant legislation, codes of practice and national standards. Assessment must ensure:
access to workplace documents and data.
assessment of written reports evaluating the
effectiveness of diversity policies and their implementation direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations review of action plans to support diversity policy implementation review of documentation promoting the policy across the organisation evaluation of recommendations for policy changes.
other units from the BSB60407 Advanced Diploma of
Management.
CUS09 Music (Version 1.1) BSBEBU401A Review and maintain a website
BSBEBU401A
Unit Descriptor
Review and maintain a website

This unit describes the performance outcomes, skills and knowledge required to undertake data analysis, review website content and update and maintain a website. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who have knowledge of the relationship between web-sites and the core functions of an organisation. They also have working knowledge and skills of performing basic updates to web site content. They may provide administrative support within an organisation or be other individuals who have been delegated this responsibility.
No sector assigned
Unit Sector
ELEMENT 1. Review website content and use
Monitor and analyse customer and user feedback in accordance with organisational timelines Analyse automatically collected website data and identify trends Make recommendations on changes to the website and its content in response to feedback and data analysis and approve changes scheduled for implementation Review cost implications of the recommended changes to determine their viability Replace superseded and inaccurate information with current information and add additional material in accordance with organisational requirements Follow protocols for ensuring the accuracy and authenticity of information Remove services no longer available or required and add new ones in accordance with organisational requirements Check off-line information against that posted on the website and rectify discrepancies in accordance with organisational timelines Follow security procedures for updating the website Analyse user feedback to confirm that faults have resulted from the site and are not user problems Rectify faults and make improvements to the site in response to user feedback approved by the organisation Add new web pages and/or active links and remove redundant pages and links in accordance with organisational requirements Make site changes in response to changes in marketing strategy in accordance with organisational requirements and consideration of cost benefits
2. Update website
2.1 2.2 2.3 2.4 2.5
3. Carry out non technical site maintenance
3.1 3.2 3.3 3.4
Required skills
literacy skills to interpret policies and procedures, provide recommendations to others numeracy skills for basic statistical analysis of website usage data communication skills for consultation with users and customers.
and to draft text in a logical sequence and structure appropriate for an online format
Required knowledge
identification and overview knowledge of key provisions of relevant legislation from all
levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws Occupational Health and Safety basic principles of website design and maintenance online security issues.
RANGE STATEMENT
Feedback and data analysis may include:
feedback in relation to content, ease of navigations and statistical data in relation to usage, including; hits page views visits
appropriateness/usefulness of content
Offline information may include:
information available in other forms, such as; brochures databases knowledge management systems news letters records systems
Security procedures may include:
access protocols password protected areas

website and its content continues to meet the
identification and resolution of faults, errors and/or
requirements of the business after maintenance changes complaints with website.

access to an actual workplace or simulated environment access to office equipment and networked computers documentation relating to analysis and strategies/policies
for implementation.
evidence and third party workplace reports of on-the-job performance by the candidate review of authenticated documents from the workplace or training environment demonstration of techniques in a workplace or simulated environment.
marketing units other information and communications technology units.
CUS09 Music (Version 1.1) BSBEBU501A Investigate and design e business solutions
BSBEBU501A
Unit Descriptor
Investigate and design e business solutions

This unit describes the performance outcomes, skills and knowledge required to evaluate e business models and strategies, and to incorporate the results of these evaluations into the design of an e business solution. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who possess skills and knowledge in a specialist business area, as well as knowledge of software and other technologies. They apply these skills and knowledge in the evaluation, selection and implementation of new strategies for business, which incorporate e business solutions. They may be managers responsible for overseeing these tasks as well as technical or other knowledge experts.
No sector assigned
Unit Sector
ELEMENT 1. Investigate e business opportunities
Undertake a competitive analysis to determine the likely impact new capabilities will have on industry sectors and competitors Complete and assess value chain analysis to identify processes and relationships that may benefit from the adoption of e-business solutions Identify threats and opportunities to e-business implementation and evaluate potential contributions to the business Conduct resource analysis to identify cost and revenue implications in developing opportunities Identify and evaluate legal and ethical issues relating to e-business opportunities Identify and analyse business-to-business, business-to-consumer, intra-organisational e-business applications and e-business models Rank compatible e-business models in terms of their strengths and weaknesses, considering resourcing, technical and security requirements of each Assess cost implications of implementation of e-business models Determine an e-business model most appropriate in relation to business plan
2. Evaluate e business models
2.1 2.2 2.3 2.4
3. Design an e business
3.1 3.2 3.3 3.4
Formulate purpose, objectives and values for the e-business Identify target market, and value chain structure in accordance with chosen e-business model Identify and obtain technical needs and expertise required to implement e-business model Investigate and develop plan to address culture change issues to manage transition to an e-business Develop policies and guidelines to support customers, supply chain and staff to ensure successful implementation Monitor performance of business goals and adjust policies and procedures to respond to changing needs of customers, staff and supply chain Review e-business systems and models, seeking feedback from users and personnel responsible for e-business implementation Incorporate evaluation results and feedback to improve future e-business strategies
4. Implement an e business strategy
4.1 4.2 4.3 4.4
Required skills
analytical and problem-solving skills to assess information and apply to identified communication skills to collaborate with technical experts and other staff literacy skills to identify and interpret market and product information.
business needs
Required knowledge
features of a range of software and hardware systems key provisions of relevant legislation from all forms of government that may affect
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws copyright occupational health and safety organisational policies and procedures relating to the systems, products and/or service being worked with.
New capabilities may include:
24-hour operation automated marketing efforts communication distribution channel global reach online customer service online inventory online payments online purchasing online sales systems supply chain
Value chain analysis may include:
an analysis of a series of primary activities, such as: inbound logistics marketing and sales operations outbound logistics service support and their support activities, such as: business infrastructure human resources management procurement technological development
Processes and relationships may include:
customer service delivery of core services delivery of government services delivery of products development of new products, services and markets organisational structures trading communities
Threats and opportunities may include:
business to government (B2G) opportunities where
e-business is conducted between an enterprise and the government business-to-business (B2B) opportunities where e-business is conducted between companies business-to-consumer (B2C) opportunities where e-business is conducted between an enterprise and a customer competition legislation disintermediation threats/opportunities where the role of 'middlemen' or other middle supply chain elements is reduced or made redundant as newer more efficient supply chain technologies are implemented infrastructure requirements: disaster recovery, failsafe systems internal business opportunities that improve productivity utilising e-business development re-intermediation opportunities, where e-business creates new value between producers and consumers risk management: payments, fraud etc.
Contributions to the business may include:
effect on: customer satisfaction ratings growth market share profitability return on investment sales staff morale i.e. using efficient technologies to enhance staff productivity and professional development
workplace
Business-to-business may include: Business-to-consumer may include:
involves e-business between organisations may be B2G (business to government) involves e-business between an enterprise and a
customer
E-business models may include:
aggregator models collaboration partners competitor cooperation model e-auction e-government e-mall e-office e-procurement e-shop/e-tailing information brokers micro-payments business model multilevel marketing portal tender services third party marketplaces trust services value chain integrators value chain service providers virtual community web rings
Technical needs and expertise may include:
advice on existing business strategy and base business
versus growth business advice on staffing arrangements advice on technology issues/compatibility banking information for electronic funds transfer contact person feedback loops new protocols relating to legal or security issues for e-business open and international standards e.g. EAN.UCC or UN/EDIFACT personal identification and password for online access to business processes e.g. purchasing or supply

Policies and guidelines may include:
business ethics confidentiality electronic communication fraud prevention and detection human resources management information management intellectual property legal issues e.g. jurisdiction, contract validity, taxation outsourcing performance management privacy risk management security

evaluation of e-business opportunities involving new
business models and not simply electronic versions of existing businesses rationale and supporting evidence for choice of e-business solution knowledge of relevant legislation. Assessment must ensure:
access to an actual workplace or simulated environment access to office equipment and networked computers documentation relating to analysis and strategies/policies
for implementation.
evidence and third party workplace reports of on-the-job performance by the candidate review of authenticated documents from the workplace or training environment demonstration of techniques in a workplace or simulated environment.
BSBEBU502A Implement e-business solutions IT use units.
CUS09 Music (Version 1.1) BSBEBU502A Implement e business solutions
BSBEBU502A
Unit Descriptor
Implement e business solutions

This unit describes the performance outcomes, skills and knowledge required to implement e business solutions, including establishing the initial requirements and developing systems for implementation, and to support ongoing monitoring and review. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who possess skills and knowledge in a specialist business area, as well as knowledge of software and other technologies. They apply these skills and knowledge in the implementation of e business solutions. They may be managers responsible for overseeing these tasks as well as technical or other knowledge experts.
No sector assigned
Unit Sector
ELEMENT 1. Set up e business solution
Identify organisational requirements in consultation with relevant personnel Evaluate security issues and rank these issues for acceptable risk Evaluate the costs and technology requirements associated with e-business solution in relation to organisational requirements Confirm technology and standards required for implementation with relevant personnel Prepare budget for implementation of solution Delegate responsibility for solution in accordance with organisational policy, procedures and structures Develop procedures for the solution in accordance with organisational and other business requirements Provide training for implementation of solution in accordance with organisational requirements Develop security procedures and protocols in accordance with organisational requirements Maintain records relating to solution in accordance with legal, ethical and accounting requirements Monitor outcomes and processes in accordance with implementation strategy and established performance monitoring and reporting requirements Use business data and reports to compare plans, budgets, time lines and forecasts to actual performance Obtain feedback from users and personnel responsible for implementation, and make recommendations to improve future e-business strategies
2. Implement e business solution
2.1 2.2 2.3 2.4 2.5
3. Monitor and review e business solution
3.1 3.2 3.3
Required skills
analytical and problem-solving skills to assess information and apply to identified communication skills to collaborate with technical experts and other staff literacy skills to identify and interpret market and product information.
business needs
Required knowledge
features of a range of software and hardware systems key provisions of relevant legislation from all forms of government that may affect
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws copyright occupational health and safety organisational policies and procedures relating to the systems, products and/or service being worked with.
authentication building security confidentiality cost encryption technology firewalls fraud control gatekeeper software privacy recognised internet service provider (ISP) with secure platform secure web server and browser with secure sockets layer (SSL) third party verification of credit card information

Security issues may include:
business ethics confidentiality fraud prevention and detection information management intellectual property legal issues e.g. jurisdiction, contract validity, taxation privacy risk management security 24-hour operation automated marketing efforts communication distribution channel global reach online customer service online inventory online payments online purchasing online sales systems supply channel accounting ethical legal policies, procedures and guidelines developed in other operational areas specific to the system being implemented
E-business solutions may include:
Other business requirements may include:
Security procedures and protocols may include:
authentication confirmation of identity establishing and/or monitoring the credit worthiness of processes for monitoring expiry of credit cards processes for preventing fraudulent use of credit cards processes for minimising bad debts through online
clients
payments

documented processes and procedures for development of monitoring strategy knowledge of relevant legislation.
implementation of an e-business solution

access to an actual workplace or simulated environment access to office equipment and networked computers documentation relating to policies, procedures and
training developed.
evidence and third party workplace reports of on-the-job performance by the candidate review of authenticated documents from the workplace or training environment demonstration of techniques in a workplace or simulated environment..
BSBEBU501A Investigate and design e-business
solutions other information and communications technology units.
CUS09 Music (Version 1.1) BSBFIA301A Maintain financial records
BSBFIA301A
Unit Descriptor
Maintain financial records

This unit describes the performance outcomes, skills and knowledge required to maintain financial records for a business. It includes maintaining daily financial records such as reconciling debtors' and creditors' systems, preparing and maintaining a general ledger, and preparing a trial balance. It also includes activities associated with monitoring cash control for accounting purposes. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate theoretical knowledge of financial records to provide technical advice and support to a team.
No sector assigned
Unit Sector
ELEMENT 1. Maintain daily financial records
Correctly maintain daily financial records and in accordance with organisational requirements for accounting purposes Identify and rectify or refer discrepancies or errors in documentation or transactions to designated persons in accordance with organisational requirements Accurately credit and debit transactions and promptly enter into journals in accordance with organisational requirements Maintain general ledger in accordance with organisational requirements Post transactions into general ledger in accordance with organisational reporting requirements Reconcile systems for accounts payable and receivable with general ledger Accurately prepare trial balance from general ledger in accordance with organisational requirements Ensure cash flow is accurately accounted for in accordance with organisational requirements Make and receive payments in accordance with organisational requirements Collect or follow-up outstanding accounts within designated time lines Check payment documentation for accuracy of information and despatch to creditors within designated time line
2. Maintain general ledger
2.1 2.2 2.3 2.4
3. Monitor cash control
3.1 3.2 3.3 3.4
Required skills
literacy skills to identify financial information; to read and understand the organisation's
accounting procedures; and to edit and proofread documents to ensure conformity and consistency of information communication skills to clarify information and to refer errors or discrepancies to appropriate people numeracy skills to read and interpret financial data and to prepare cash analysis sheets problem-solving skills to reconcile figures. Required knowledge
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws financial legislation occupational health and safety (OHS) organisational policies and procedures relating to maintaining financial records definition of credits/creditors and debits/debtors principles of double entry bookkeeping and accrual accounting methods of presenting financial data.
designated time lines guidelines for reconciling journals legal and organisational policies, guidelines and
requirements OHS policies, procedures and programs procedures for totalling adjusted journals quality assurance and/or procedures manuals resolution procedures security procedures
Discrepancies may relate to:
bank charges dishonoured cheques errors in transposing between source documents and interest
journals
purchase credit notes purchase invoices sales credit notes sales invoices bank line management organisation's authorisations department statutory body supervisor cash payments cash receipts purchases and purchase returns sales and sales returns commencing business entries correction of posting errors interest expense interest receivable non-cash transactions (e.g. writing-off depreciation, stock losses) purchase of a fixed asset on credit sale of a fixed asset on credit withdrawal of stock/assets by owner write-off a bad debt
Designated persons may include:
Journals may include:
Transactions may include:
Reconciling systems for accounts payable and receivable may include:
checking accuracy of creditor account balances (e.g.
cash payments journal, purchases journal, purchases returns journal, general journal) checking accuracy of debtor account balances (e.g. cash receipts journal, sales return journal, general journal) checking cash payments and receipt journals against bank statement checking the total of the creditor's schedule equals the balance of the creditor's control account checking the total of the debtor's schedule equals the balance of the debtor's control account cash cheque credit card direct debit by month end monthly within agreed period within organisational deadline
Payments may include:

identifying and responding to discrepancies and errors transferring and recording financial data accurately reconciling expenditures and revenue knowledge of organisational policies and procedures relating to maintaining financial records.

access to an actual workplace or simulated environment access to office equipment and resources examples of source documents relating to financial record
keeping.
evidence and third party workplace reports of on-the-job performance by the candidate review of identification and rectification or referral of discrepancies or errors in documentation or transactions analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of financial record keeping examples of financial documentation.
general administration units other financial administration units.
CUS09 Music (Version 1.1) BSBFIA401A Prepare financial reports
BSBFIA401A
Unit Descriptor
Prepare financial reports

This unit describes the performance outcomes, skills and knowledge required to record general journal adjustment entries and to prepare end of period financial reports. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals employed in a range of work environments who are responsible for preparing financial reports. They may work as individuals providing administrative support within an enterprise, or they might have responsibility for these tasks in relation to their own workgroup or role.
No sector assigned
Unit Sector
ELEMENT 1. Maintain asset register
Prepare a register of property, plant and equipment from fixed asset transactions in accordance with organisational policy and procedures Determine method of calculating depreciation in accordance with organisational requirements Maintain asset register and associated depreciation schedule in accordance with organisational policy, procedures and accounting requirements Record depreciation of non-current assets and disposal of fixed assets in accordance with organisational policy, procedures and accounting requirements Adjust expense accounts and revenue accounts for prepayments and accruals Record bad and doubtful debts in accordance with organisational policy, procedures and accounting requirements Adjust ledger accounts for inventories, if required, and transfer to final accounts Enter general journal entries for balance day adjustments in general ledger system in accordance with organisational policy, procedures and accounting requirements Post revenue and expense account balances to final general ledger accounts system Prepare final general ledger accounts to reflect gross and net profits for reporting period
2. Record general journal entries for balance day adjustments
2.1 2.2 2.3 2.4
3. Prepare final general ledger accounts
3.1
3.2 3.3
4. Prepare end of period financial reports
4.1 4.2 4.3
Prepare revenue statement in accordance with organisational requirements to reflect operating profit for reporting period Prepare balance sheet to reflect financial position of business at end of reporting period Identify and correct, or refer errors for resolution in accordance with organisational policy and procedures
Required skills
communication skills to clarify reporting requirements and obtain required data literacy skills to: identify financial information follow the Australian Accounting and Auditing Standards follow the organisation's accounting procedures numeracy skills to calculate percentages, addition and subtraction.
Required knowledge
double-entry bookkeeping principles general journal and general ledger entries key provisions of relevant legislation and regulations from all forms of government,
standards and codes that may affect aspects of business operations, such as: Australian Taxation Office regulations accounting and auditing standards Goods and Services Tax (GST) regulations anti-discrimination legislation ethical principles codes of practice finance legislation privacy laws occupational health and safety organisational accounting systems organisational policies, procedures and accounting requirements.
RANGE STATEMENT
Calculating depreciation may include:
reducing balance method straight-line method
Expense accounts may include:
distribution expenses electricity freight inward and outward insurance interest paid rates rent paid telephone and fax wages and salaries
Revenue accounts may include:
commission received interest received rent received
Prepayments and accruals may include:
accrued expenses accrued revenue prepaid expenses prepaid revenue
Bad and doubtful debts may include: Inventories may include:
calculating provision for doubtful debts writing off bad debts against provision for doubtful debts goods for resale stationery and other office supplies profit and loss trading
Final accounts may include: Revenue statement comprises:
cost of goods sold if applicable gross profit operating net profit unclassified adjusted expenses and revenue
Reporting period may include: Balance sheet comprises:
as determined in organisational procedures financial year narrative or T format unclassified assets and liabilities

preparing financial reports applying the Australian Accounting and Auditing applying double-entry principles.
Standards

access to office equipment and resources, such as: calculator computer equipment and relevant software Australian Accounting and Auditing Standards access to samples of financial data access to workplace reference materials such procedural manuals and company policy.
evidence and third party workplace reports of on-the-job performance by the candidate review of authenticated documents from the workplace or training environment oral or written questioning to assess knowledge of accounting procedures and techniques.
other financial administration units.
CUS09 Music (Version 1.1) BSBFIA402A Report on financial activity
BSBFIA402A
Unit Descriptor
Report on financial activity

This unit describes the performance outcomes, skills and knowledge required to report financial activity for business both in response to client requests and to meet statutory requirements such as the completion of statutory requirement reports. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals with a broad knowledge of financial activities who contribute financial skills and knowledge to address reporting requirements of clients and legal authorities. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.
No sector assigned
Unit Sector
ELEMENT 1. Compile financial information and data
Collect, evaluate and code current financial data to ensure consistency, quality and accuracy in accordance with organisational requirements Use conversion and consolidation procedures to compile analysis in accordance with organisational requirements Make, record and disclose asset and liability valuations in accordance with organisational requirements Ensure that discrepancies, unusual features or queries are identified, resolved or referred to the appropriate authority Correctly record income and expenditure to ensure compliance with statutory requirements Calculate liabilities for tax in accordance with current legislation and revenue gathering practices Correctly identify relevant receipts, revenue documentation and payments Ensure that statements and claims take full advantage of available benefits and allowances in accordance with statutory requirements Submit statutory requirement reports to appropriate authorities within stated deadlines
2. Prepare statutory requirement reports
2.1 2.2 2.3 2.4 2.5
3. Provide financial business recommendations
3.1 3.2 3.3 3.4 3.5
Ensure that recommendations are logically derived and supported by evidence in report Provide recommendations to propose constructive actions to enhance the effectiveness and efficacy of functions and services Ensure recommendations are concise and facilitate direction and control of organisation's operations Identify and prioritise significant issues in statements including comparative financial performances for review and decision making Ensure structure and format of reports are clear and conform to organisational and statutory requirements
Required skills
literacy skills to identify financial information and the organisation's accounting problem-solving skills to deal with a defined range of predictable problems decision making skills to make routine decisions numeracy skills to calculate data and to reconcile figures.
procedures, and to create financial reports
Required knowledge
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws financial legislation occupational health and safety (OHS) principles of double entry bookkeeping and accrual accounting techniques for forecasting and analysis Federal government taxes and charges options, methods and practices for deductions, benefits and depreciations.
Financial data may include:
Australian Bureau of Statistics (ABS) economic data budget variances budgets and forecasts cash flow/profit reports financial markets monitoring services (e.g. Reuters) financial/operational statements and reports (e.g. expenditures and receipts, profit and loss statements) market valuations
financial analysis assessments financial management manuals legal and organisational policies, guidelines and
requirements OHS policies, procedures and programs price and exchange parameters quality assurance and/or procedures manuals recording and filing systems reporting requirements standard financial analysis techniques moving averages spreadsheets standardised variables trend analysis unit costs
Conversion and consolidation procedures may include:
Discrepancies may include:
absence of auditable trail expenditure report mismatches inappropriate authorisations incorrect payments incorrect report formats unreconciled cash flows and operating statements variances from budget and phasings delegated authorities internal control procedures reporting periods taxation payment timings
Statutory requirements may include:
Revenue gathering practices may include:
billing schedules fees and charges investments leasing lending and financing sales bills cash received debit notes declarations invoices sales proceeds depreciation donations interest payments sales tax deductions annual reports lodgement dates monthly returns payment schedules cash flow consolidation expenses loss profit write-offs budgetary analysis forecasts and estimates order and supplier documentation returns on investments taxation and statutory returns cost structures internal controls losses and returns profitability statutory obligations suppliers
Revenue documentation may include:
Available benefits and allowances may include:
Stated deadlines may include:
Recommendations may include:
Evidence may include:
Significant issues may include:
Format of reports may include:
balance sheets cash flow statements electronic forms financial year reports operating statements spreadsheets statutory forms

organising financial data to highlight relevant features presenting financial data in comprehensive format completing Business Activity Statements knowledge of relevant legislation.

access to an actual workplace or simulated environment access to office equipment and resources examples of financial data, reports and documents.
evidence and third party workplace reports of on-the-job performance by the candidate review of income and expenditure records analysis of responses to case studies and scenarios demonstration of techniques review of tax liabilities calculations oral or written questioning to assess knowledge of principles of double entry bookkeeping and accrual accounting assessment of recommendations provided proposing constructive actions to enhance the effectiveness and efficacy of functions and services.
general administration units other financial administration units.
CUS09 Music (Version 1.1) BSBFIM501A Manage budgets and financial plans
BSBFIM501A
Unit Descriptor
Manage budgets and financial plans

This unit describes the performance outcomes, skills and knowledge required to undertake financial management within a work team in an organisation. This includes planning and implementing financial management approaches, supporting team members whose role involves aspects of financial operations, monitoring and controlling finances, and reviewing and evaluating effectiveness of financial management processes in line with the financial objectives of the work team and the organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit addresses the requirement for managers to ensure that financial resources are used effectively. This is done by ensuring access to budget/s and ongoing monitoring expenditure against the budget/s. The unit applies to managers working in small and large business environments and not for profit organisations.
Unit Sector
No sector assigned
ELEMENT 1. Plan financial management approaches
Access budget/financial plans for the work team Clarify budget/financial plans with relevant personnel within the organisation to ensure that documented outcomes are achievable, accurate and comprehensible Negotiate any changes required to be made to budget/financial plans with relevant personnel within the organisation Prepare contingency plans in the event that initial plans need to be varied Disseminate relevant details of the agreed budget/financial plans to team members Provide support to ensure that team members can competently perform required roles associated with the management of finances Determine and access resources and systems to manage financial management processes within the work team Implement processes to monitor actual expenditure and to control costs across the work team Monitor expenditure and costs on an agreed cyclical basis to identify cost variations and expenditure overruns Implement, monitor and modify contingency plans as required to maintain financial objectives Report on budget and expenditure in accordance with organisational protocols
2. Implement financial management approaches
2.1 2.2 2.3
3. Monitor and control finances
3.1 3.2 3.3 3.4
4. Review and evaluate financial management processes
4.1 4.2
4.3
Collect and collate for analysis, data and information on the effectiveness of financial management processes within the work team Analyse data and information on the effectiveness of financial management processes within the work team and identify, document and recommend any improvements to existing processes Implement and monitor agreed improvements in line with financial objectives of the work team and the organisation
Required skills
numeracy skills to read and understand a budget and to update a budget technology skills to use software associated with financial record keeping.
Required knowledge
basic accounting principles organisational requirements related to financial management relevant legislation and current requirements of the Australian Taxation Office, including requirements for organisational record keeping and auditing principles and techniques involved in: budgeting cash flows electronic spreadsheets GST ledgers and financial statements profit and loss statements. 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.
GST
Budget/financial plans may include:
cash flow projections long-term budgets/plans operational plans short-term budgets/plans spreadsheet-based financial projections targets or key performance indicators for production, productivity, wastage, sales, income and expenditure
financial managers, accountants or financial controllers supervisors, other frontline managers
Contingency plans may include:
contracting out or outsourcing human resources and diversification of outcomes finding cheaper or lower quality raw materials and increasing sales or production recycling and re-using rental, hire purchase or alternative means of procurement restructuring of organisation to reduce labour costs risk identification, assessment and management
other functions or tasks consumables
of required materials, equipment and stock
processes seeking further funding strategies for reducing costs, wastage, stock or consumables succession planning Support may include:

access to specialist advice documentation of procedures help desk or identified experts within the organisation information briefings or sessions intranet-based information training including mentoring, coaching and shadowing arranging for use of corporate credit cards banking debt collection ensuring security, accuracy and currency of financial operations invoicing clients, customers and consumers maintaining journals, ledgers and other record keeping systems maintaining petty cash system purchasing and procurement wages and salaries payments and record keeping hardware and software human, physical or financial resources record keeping systems (electronic and paper-based) specialist advice or support
Required roles may include:
Resources and systems may include:
Processes to monitor actual expenditure and to control costs across the work team include:
reporting of: assets consumables equipment expenditure income stock wastage
Reporting may include data from:
bank statements credit card statements financial reports invoices and receipts ledgers and journals logs petty cash records spreadsheet-based records bank account records cash flow data contracts credit card receipts employee timesheets files of paid purchase and service invoices income and expenditure insurance reports invoices job costings petty cash receipts quotations taxation records wages/salaries books
Data and information on the effectiveness of financial management processes may include records (paper-based and electronic) related to:

financial skills required to work with and interpret budgets,
ageing summaries, cash flow, petty cash, GST, and profit and loss statements knowledge of the record keeping requirements for the ATO and for auditing purposes. Assessment must ensure:
assessment of written reports indicating broad knowledge
of managing budgets and managing financial resources in the organisation demonstration of techniques using financial record keeping software direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of requirements for organisational record keeping and auditing review of contingency plans review of identification of cost variations and expenditure overruns evaluation of documentation reporting on budget and expenditure review of documentation identifying and recommending improvements to financial management processes.
CUS09 Music (Version 1.1) BSBFIM601A Manage finances
BSBFIM601A
Unit Descriptor
Manage finances
This unit describes the performance outcomes, skills and knowledge required to undertake budgeting, financial forecasting and reporting requirements, and to allocate and manage resources to achieve the required outputs for the business unit. It includes contributing to financial bids and estimates, allocating funds, managing budgets and reporting on financial activity. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to people who have managerial responsibilities which include overseeing the management of financial and other resources across a business unit, a series of business units or teams, or an organisation. It covers all areas of broad financial management. In a larger organisation this work would be supported by specialists in financial management.
Unit Sector
No sector assigned
ELEMENT 1. Plan for financial management
Review and analyse previous financial data to establish areas which have generated a profit or loss Undertake research to review reasons for previous profit and loss Review business plan to establish critical dates and initiatives that will require or generate resources in next financial cycle Analyse cash flow trends Review statutory requirements for compliance and liabilities for tax Review existing software and its suitability for financial management Use previous financial data to determine allocations for resources Make informed estimates of new items for inclusion in budget Prepare budgets in accordance with organisational requirements and statutory requirements
2. Establish budgets and allocate funds
2.1 2.2 2.3
3. Implement budgets
3.1 3.2 3.3 3.4 3.5 3.6
Circulate budgets and ensure managers and supervisors are clear about budgets, reporting requirements and financial delegations Manage risks by checking there are no opportunities for misappropriation of funds and that systems are in place to properly record all financial transactions Review profit and loss statements, cash flows and ageing summaries Revise budgets, as required, to deal with contingencies Maintain audit trails to ensure accurate tracking and to identify discrepancies between agreed and actual allocations Ensure compliance with due diligence Ensure structure and format of reports are clear and conform to organisational and statutory requirements Identify and prioritise significant issues in statements, including comparative financial performances for review and decision making Prepare recommendations to ensure financial viability of the organisation Evaluate the effectiveness of financial management processes
4. Report on finances
4.1 4.2 4.3 4.4
Required skills
communication skills to explain budgets and reporting requirements, and to deal with mathematical skills to read and interpret budgets technology skills to work with financial software.
questions
Required knowledge
financial probity principles of accounting and financial systems relevant Australian, international and local legislation and conventions, such as: bilateral or regional trade agreements International Commercial Terms (INCOTERMS) Trade Practices Act Warsaw Convention World Trade Organization determinations requirements of the Australian Tax Office, including Goods and Services Tax, Company
Tax, PAYG.
Financial data may include:
budgets, forecasts and variations cash flow/profit reports financial/operational statements and reports (e.g. market valuations
expenditures and receipts, profit and loss statements)
financial analysis assessments financial management manuals legal and organisational policies, guidelines and occupational health and safety policies, procedures and
requirements
programs price and exchange parameters quality assurance and/or procedures manuals recording and filing systems reporting requirements standard financial analysis techniques
Statutory requirements may include:
delegated authorities internal control procedures limits on volumes and types of financial transactions reporting of duty, excise and other overseas government charges reporting periods taxation and payment timings

Discrepancies may include:
absence of auditable trail expenditure report mismatches inappropriate authorisations incorrect payments incorrect report formats unreconciled cash flows and operating statements variances from budget and phasings audits balance sheets cash flow statements electronic forms financial year reports operating statements spreadsheets statutory forms
Format may include:
Issues may include:
cost structures internal controls losses and returns profitability statutory obligations suppliers and markets
Recommendations may refer to:
cash flow changes in business activity including markets, goods or consolidation expenses and overheads labour costs including decisions to move production to loss profit write-offs
services traded
other locations or sites

preparation of budgets which align with the business plan,
use previous financial data and meet all compliance requirements analysis of the effectiveness of existing financial management approaches knowledge of the requirements of the Australian Tax Office. Assessment must ensure:
assessment of written reports on financial systems and direct questioning combined with review of portfolios of
financial management
evidence and third party workplace reports of on-the-job performance by the candidate review of budgets prepared oral or written questioning to assess knowledge of legislative requirements or the tax system evaluation of documentation reviewing profit and loss statements, cash flows and ageing summaries analysis of maintenance of audit trails review of recommendations prepared to ensure the financial viability of the organisation.
other units from the BSB60407 Advanced Diploma of
Management.
CUS09 Music (Version 1.1) BSBHRM402A Recruit, select and induct staff
BSBHRM402A
Unit Descriptor
Recruit, select and induct staff

This unit describes the performance outcomes, skills and knowledge required to execute tasks associated with the recruitment cycle. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals with a role in recruitment, selection and induction functions who work under the direction of a human resources manager. It is not assumed that the individuals addressed by this unit have staff who report to them, although this may be the case. Performance of the work described in this unit will be underpinned by in depth knowledge of the work of the organisation, and how recruitment and selection practices fit with other human resource functions.
Unit Sector
No sector assigned
ELEMENT 1. Determine job descriptions
1.3 1.4 1.5 2. Plan for selection 2.1 2.2 2.3 2.4 2.5
Clarify time lines and requirement for appointment Assist with preparation of job descriptions which accurately reflect the role requirements in accordance with organisational procedures and legislation, codes and national standards and occupational health and safety (OHS) considerations Consult with relevant personnel about job descriptions Ensure that job descriptions do not contravene legislative requirements Obtain approvals to advertise position Advertise vacancies for staffing requirements in accordance with organisational policies and procedures Consult with relevant personnel to convene selection panel and to develop interview questions Short list applicants Ensure that interview questions do not breach legislative requirements Schedule interviews and advise relevant personnel of times, dates and venues
3. Assess and select applicants
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8
Participate in interview process and assess candidates against agreed selection criteria Discuss assessment with other selection panel members Correct any biases or deviations from agreed procedures and negotiate for preferred candidate Contact referees for referee reports Prepare selection report and make recommendations to senior personnel for appointment Advise unsuccessful candidates of outcomes and respond to any queries Complete all necessary documentation in accordance with organisational procedures Secure agreement of preferred candidate Provide successful candidate with employment contract and other documentation Advise managers and staff of starting date and make necessary administrative arrangements for pay and employee record keeping Advise manager and work team of new appointment Arrange induction in accordance with organisational policy
4. Appoint and induct successful candidate
4.1 4.2 4.3 4.4
Required skills
communication skills to use networks to source suitable applicants, to listen to and
understand what is being said in interviews, and to advise on the outcomes of the selection process literacy skills to work with job descriptions to devise suitable questions for interviews, to prepare letters for unsuccessful applicants and to make job offers organising and scheduling skills to arrange interviews and venues. Required knowledge
documentation required for recruitment and selection human resource functions, human resource life cycle and the place of recruitment and principles of equity, diversity and relevant legislation. range of interviewing techniques and other selection processes and their application.
selection in that life cycle
Job descriptions may include:
attributes competencies required by staff job or person specifications job title and purpose of position necessary skills and knowledge qualifications selection criteria tasks or duties associated with the position
Legislation, codes and national standards may include:
award and enterprise agreements, and relevant industrial relevant industry codes of practice relevant legislation from all levels of government that
instruments
affects business operation, especially in regard to OHS and environmental issues, equal opportunity, industrial relations and anti-discrimination
Occupational health and safety (OHS) considerations may include:
establishment and maintenance of OHS training, records, performance against OHS legislation and organisation's
induction processes
OHS system, especially policies, procedures and work instructions
Advertising may include:
electronic or print internal or external outsourcing permanent, temporary, full-time, part-time or casual
Staffing requirements may include:

demonstrated ability to work with job descriptions to interviewing and other selection techniques that
source and select suitable staff
demonstrate awareness off equal opportunity and anti-discrimination requirements knowledge of the human resource life cycle.

access to an appropriate range of documentation and
resources normally used in the workplace.
analysis of responses to case studies and scenarios assessment of written reports on recruitment and demonstration of selection techniques direct questioning combined with review of portfolios of
selection
evidence and third party workplace reports of on-the-job performance by the candidate observation of interviewing techniques review of advertisements for staffing vacancies review of documentation provided to successful candidate oral or written questioning to assess knowledge of selection processes.
other units from the Certificate IV in Human Resources.
CUS09 Music (Version 1.1) BSBHRM503A Manage performance management systems
BSBHRM503A
Unit Descriptor
Manage performance management systems

This unit describes the performance outcomes, skills and knowledge required to design, implement and oversee performance management systems. It includes ongoing performance feedback strategies as well as formal performance feedback meetings. Specific intervention associated with underperformance and/or misconduct is also included. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals with a well established, sound theoretical knowledge base in human resources management and performance management who are proficient in using a range of specialised technical and managerial techniques to plan, carry out and evaluate their own work and/or the work of a team. They may or may not have staff who report to them but they are authorised to ensure the establishment of an effective performance management system for the organisation.
Unit Sector
No sector assigned
ELEMENT 1. Develop performance management systems
Analyse strategic and operational plans to identify relevant policies and objectives for performance management system Design methods and processes for line managers to develop key performance indicators for positions reporting to them Develop organisational timeframes and processes for formal performance management sessions Ensure systems developed are flexible enough to cover the range of employment situations within the organisation Consult with key stakeholders about the system and agree on its features Gain support for the implementation of the performance management system
2. Implement performance management systems
2.1 2.2 2.3 2.4 2.5 2.6 2.7
Train relevant groups and individuals to monitor performance and to identify performance gaps Ensure that line managers are monitoring performance regularly and that intervention occurs to acknowledge poor performance and excellent performance Work with line managers, where necessary, to assist them to address poor performance in accordance with organisational policies and legal requirements Support line managers to counsel and discipline employees who continue to perform below standard Provide support to terminate employees who fail to respond to interventions, in accordance with organisational protocols and legislative requirements Recognise excellence in accordance with organisational policy Ensure documented outcomes of performance management sessions are accessible and are stored in accordance with organisational policy Develop performance feedback plans by relevant managers/team leaders and lodge them with human resources staff Provide training and assistance to managers/team leaders participating in the feedback process Agree on and sign, plans for performance improvement and individual learning and development Establish processes to deal with any problems or grievances which arise from the performance feedback Make available specialist advice on career development to participants in the process Contract appropriate providers for performance development, as identified by the plans, in accordance with organisational policies Design learning and development plans to contribute to the development of a learning organisation Deliver learning and development plans according to agreed timeframes and ensure they deliver specified outcomes Monitor learning and development activities to ensure compliance with quality assurance standards Negotiate remedial action with providers where necessary Generate reports to advise appropriate managers on progress and success rates of activities Regularly evaluate and improve all aspects of the performance management system, in keeping with organisational objectives and policies
3. Coordinate formal feedback processes
3.1 3.2 3.3 3.4 3.5
4. Coordinate individual/group learning development plans
4.1 4.2 4.3 4.4 4.5 4.6 4.7
Required skills
analytical skills to ensure system is practical and gathers necessary information conflict management skills to deal with grievances, disputes or disagreements that may leadership skills to obtain support and endorsement of the performance management training, coaching, mentoring and facilitation skills to ensure managers are competent to
arise
system across the organisation deliver the systems.
Required knowledge

equal employment opportunity, diversity and anti-discrimination policies and legislation grievance procedures models for giving feedback and options for skill development options in the design of performance management systems role of performance management in relation to broader human resources and business objectives.
Performance management includes:
a process or set of processes for establishing a shared
understanding of what an individual or group is to achieve, and managing and developing individuals in a way which increases the probability it will be achieved in both the short and long term
Key performance indicators include: Employment situations may include:
those measures developed to gauge performance
outcomes against targets casual and contract work full-time work marketing/sales office/clerical part-time work physical labour processing production technical/scientific tele-working warehousing/transport
Performance gaps may include situations where outcomes are less then those stated in the strategic objectives, such as:
costs above budget disruptive conflict external interference failure to meet strategic and/or operational objectives lost time disputes low/high turnover of labour productivity below budget quality/occupational health and safety/environmental failure work bans/go slow

Intervention may include:
coaching counselling discipline giving praise recognition of good performance
Termination means:
cessation of the contract of employment between an
employer and an employee, at the initiative of the employer within relevant industrial agreements enhancement of knowledge mentoring personal development project work skills training visits
Individual learning and development may include:
Career development means: Appropriate providers include:
plan of learning development and experiences to prepare
a person for more rewarding positions consultants external providers internal providers trainers
Learning organisation means: Specified outcomes means: Quality assurance standards means:
organisation that displays the capacity to continually
adapt to changes in its business environment
achievement of performance targets
pre-determined statements relating to specifications on
how a product or service is presented to the user
Remedial action means:
action designed to rectify a particular problem or aspect
of performance

demonstrated evidence of how a range of performance
management systems work and their relative strengths and weaknesses demonstrated understanding of how a performance development system aligns with human resources strategy ability to design, gather support for, and implement an effective performance management system knowledge of equal employment opportunity, diversity and anti-discrimination policies and legislation. Assessment must ensure:
assessment of written reports on performance
management and performance development systems direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated techniques in performance management observation of presentations review of plans for performance improvement and individual learning and development review of reports generated to advise appropriate managers on progress and success rates of activities oral or written questioning to assess knowledge of models for giving feedback and options for skill development.
BSBHRM507A Manage separation or termination other units from the Diploma of Business (Human
Resource Management).
CUS09 Music (Version 1.1) BSBHRM506A Manage recruitment selection and induction processes
BSBHRM506A
Unit Descriptor
Manage recruitment selection and induction processes

This unit describes the performance outcomes, skills and knowledge required to manage all aspects of the recruitment selection and induction processes in accordance with organisational policies and procedures. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to human resources managers or human resources personnel who take responsibility for managing all aspects of selecting new staff and orientating those staff to their new positions. It is not assumed that the manager will be directly involved in the selection processes themselves, although this may well be the case. In small organisations this role may belong to someone who is not a dedicated human resources professional; the unit however will still be applicable.
Unit Sector
No sector assigned
ELEMENT 1. Develop recruitment, selection and induction policies and procedures
Analyse strategic and operational plans and policies to identify relevant policies and objectives Develop recruitment, selection and induction policies and procedures and supporting documents Review options for technology to improve the efficiency and effectiveness of the recruitment and selection process Obtain support for policies and procedures from senior managers Trial forms and documents that support policies and procedures and make necessary adjustments Communicate policies and procedures to relevant staff and provide training if required
2. Recruit and select staff
2.1 2.2
2.3 2.4 2.5 2.6 2.7 2.8
Determine future human resources needs in collaboration with relevant managers and sections Ensure current position descriptors and person specifications for vacancies are used by managers and others involved in the recruitment, selection and induction processes Provide access to training and other forms of support to all persons involved in the recruitment and selection process Ensure that advertising of vacant positions complies with organisational policy and legal requirements Utilise specialists where necessary Ensure that selection procedures are in accordance with organisational policy and legal requirements Ensure that processes for advising applicants of selection outcome are followed Ensure that job offers and contracts of employment are executed promptly and that new appointments are provided with advice about salary, terms and conditions Provide access to training and ongoing support for all persons engaged in staff induction Check that induction processes are followed across the organisation Oversee the management of probationary employees and provide them with feedback until their employment is confirmed or terminated Obtain feedback from participants and relevant managers on the extent to which the induction process is meeting its objectives Make refinements to induction policies and procedures
3. Manage staff induction
3.1 3.2 3.3 3.4 3.5
Required skills
communication skills to liaise across the organisation and to ensure that policies and leadership skills to engage others and to ensure that good processes are followed and literacy skills to document clear policies and procedures and to develop proformas to
procedures are well supported supported
support recruitment, selection and induction.
Required knowledge
concept of outsourcing diversity, equal employment opportunity and anti-discrimination principles and
associated legislation employee contracts industrial relations recruitment and selection methods, including assessment centres relevant legislation on equal opportunity, industrial relations and anti-discrimination relevant terms and conditions of employment understanding of psychometric and skills testing programs workplace relations regulations, workplace relations legislation and other relevant legislation.
Recruitment, selection and induction policies and procedures may address:
application processing competency profiling documentation and use of standard forms equal opportunity, anti-discrimination and diversity principles interviewing methodologies job analysis job classifications, assessment centres job description job evaluation privacy and confidentiality probationary periods psychometric assessment recruitment advertising reference checks selection panels and their composition the application of commercial software packages to improve efficiency in recruitment and selection processes training for new staff use of external agencies
Relevant managers and sections includes: Advertising may occur through:
those who have a role in the recruitment selection or
induction processes
internal channels internet newspapers radio recruitment agencies or specialists television recruitment agencies remuneration specialists staff who run security checks vocational psychologists aptitude test or IQ tests behaviour in leaderless groups demonstration of techniques or technical skills interviews, including structured interviews, behavioural interviews or other interviewing methodologies peer assessments personality testing psychometric testing referee reports use of an assessment centre work samples
Specialists may include:
Selection procedures may include:

development of a policy and procedures framework for
recruitment, selection and induction OR critical analysis of an existing policy and procedures framework for recruitment, selection and induction knowledge of relevant legislation. Assessment must ensure:
assessment of written reports on recruitment, selection direct questioning combined with review of portfolios of
and induction processes
evidence and third party workplace reports of on-the-job performance by the candidate review of training and other forms of support provided to all persons involved in the recruitment and selection process evaluation of trialling of forms and documents that support policies and procedures review of documentation outlining feedback obtained from participants and relevant managers on the extent to which the induction process is meeting its objectives oral or written questioning to assess knowledge of relevant legislation and selection processes.
other units form the Diploma of Human Resource
Management.
CUS09 Music (Version 1.1) BSBHRM602A Manage human resources strategic planning
BSBHRM602A
Unit Descriptor
Manage human resources strategic planning

This unit describes the performance outcomes, skills and knowledge required to develop, implement and maintain a strategic approach to the management of human resources in an organisation. The unit is critical for any human resources manager and should be undertaken after a firm grounding has been established across a range of human resources activities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to human resources managers or policy and planning staff who have specific responsibility for ensuring that the organisation has the structure and staff to meet current and foreseeable business and performance objectives. In most instances this role will be undertaken by someone from a large organisation and will support an established strategic and/or business plan.
Unit Sector
No sector assigned
ELEMENT 1. Research planning requirements
Analyse strategic plans to determine human resources strategic direction, objectives and targets Undertake additional environmental analysis to identify emerging practices and trends which may impact on human resources management in the organisation Identify future labour needs and skill requirements and options for sourcing labour supply Consider new technology and its impact on job roles and job design Review recent and potential changes to industrial/legal requirements Consult relevant managers about their human resources preferences Agree on human resources philosophies, values and policies with relevant managers Develop strategic objectives and targets for human resources services Examine options for the provision of human resources services and analyse costs and benefits Identify appropriate technology and systems to support agreed human resources programs and practices Write strategic human resources plan and obtain senior management support for the plan Develop risk management plans to support the strategic human resources plan
2. Develop human resources strategic plan
2.1 2.2 2.3 2.4 2.5 2.6 2.7
3. Implement human resources strategic plan
3.1 3.2 3.3 3.4
Work with others to see that the plan in implemented Monitor and review the plan Adapt plan should circumstances change Evaluate and review performance against plan objectives
Required skills

literacy skills to read relevant documentation and to write plans numeracy skills to undertake cost benefit analysis of available options planning and organisational skills to develop and implement plans research skills to ensure necessary information is gathered prior to writing plans.
Required knowledge
human resources practices and functions labour market requirements of a strategic plan. 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.
Emerging practices and trends might include:
changes in consumer patterns or community expectations economic trends labour market trends new products or services new technologies political or legislative changes qualification or educational changes
Future labour needs refers to: Options for sourcing labour supply refers to:
number, type, competency and quality of labour required
to achieve organisation's strategic objectives
various ways in which labour can be brought to the job or
accessed: employing a range of recruitment options hiring causal labour hiring new graduates or trainees outsourcing using contractors or consultants
Strategic objectives and targets for human resources may refer to:
equal employment opportunity and diversity human resources information systems induction industrial relations job analysis and design occupational health and safety performance management professional development recruitment and selection remuneration staff retention and succession planning external provision by a consultant or contractor/s having the work performed elsewhere (outsourcing) internal human resources provision of the service/s internal non-human resources provision of the service/s merging of business units
Options for the provision of human resources services may include:
Human resources plan includes:
priorities objectives timeframes

development of a strategic human resources plan which
includes relevant research and data and which demonstrates a clear alignment with broader business objectives methods for the implementation and review of the plan knowledge of the requirements of a strategic plan. Assessment must ensure:
assessment of written reports on strategic human direct questioning combined with review of portfolios of
resources issues and human resources planning
evidence and third party workplace reports of on-the-job performance by the candidate evaluation of strategic objectives and targets for human resources services review of human resources plan and risk management plans oral or written questioning to assess knowledge of human resources practices and functions.
other units from the Advanced Diploma of Management.
CUS09 Music (Version 1.1) BSBINM201A Process and maintain workplace information
BSBINM201A
Unit Descriptor
Process and maintain workplace information

This unit describes the performance outcomes, skills and knowledge required to collect, process, store and maintain workplace information and systems. It also includes the maintenance of filing and records systems. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who perform a range of routine tasks in the workplace, using a limited range of practical skills and fundamental knowledge of information and information systems in a defined context, under direct supervision or with limited individual responsibility.
No sector assigned
Unit Sector
ELEMENT 1. Collect information
Collect information in a timely manner and ensure that it is relevant to organisational needs Use business equipment/technology available in the work area to effectively obtain information Apply organisational requirements relating to security and confidentiality in handling information Use business equipment/technology to process information in accordance with organisational requirements Process information in accordance with defined timeframes, guidelines and procedures Update, modify and file information in accordance with organisational requirements Collate and despatch information in accordance with specified timeframes and organisational requirements Maintain information and filing systems in accordance with organisational requirements Identify, remove and/or relocate inactive or dead files in accordance with organisational requirements Establish and assemble new files in accordance with organisational requirements Update reference and index systems in accordance with organisational requirements
2. Process workplace information
2.1 2.2 2.3 2.4
3. Maintain information systems
3.1 3.2 3.3 3.4
Required skills
literacy skills to read and understand organisation's recordkeeping and information
systems(including classification systems), to follow sequenced written instructions and to comprehend/interpret nature of record content numeracy skills to sequence and index files planning skills to organise work priorities and arrangements problem-solving skills to solve routine problems technology skills to select and use technology appropriate to maintaining workplace information.
Required knowledge
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety organisational policies and procedures relating to collecting and processing workplace information organisational recordkeeping/filing systems and security procedures organisation's business and structure range of filing systems including paper-based and software-based.
computer databases (library catalogue, customer records) computer files (letters, memos and other documents) correspondence (faxes, memos, letters, email) forms (insurance forms, membership forms) invoices (from suppliers, to debtors) minutes of meetings personnel records (personal details, salary rates) sales records (monthly forecasts, targets achieved)
Business equipment/technology may include:
answering machine binder computer fax machine filing systems (manual/computerised/electronic) photocopier printer telephone
despatching and collecting procedures legal and organisational policies, guidelines and OHS policies, procedures and programs procedures for deciding which records should be procedures for updating records security procedures
requirements
captured and filed
Removing inactive or dead files may include:
compressing computer files prior to archiving periodically archiving or deleting files transferring files at regular intervals or routinely checking
for dead or inactive files transferring records from the active filing system to secondary storage Relocating inactive or dead files may include:
electronic (email, internet access, diskette, tape,
CD-ROM) microfilm photographic material printed material

applying organisational policies and procedures for accuracy in recording and documenting information correctly storing, classifying and maintaining documents
collecting and processing workplace information and records.

access to an actual workplace or simulated environment access to office equipment and resources examples of workplace information systems.
evidence and third party workplace reports of on-the-job performance by the candidate review of maintenance of information and filing systems analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of the management of information in the workplace.
general administration units other information management units.
CUS09 Music (Version 1.1) BSBINM301A Organise workplace information
BSBINM301A
Unit Descriptor
Organise workplace information

This unit describes the performance outcomes, skills and knowledge required to gather, organise and apply workplace information in the context of an organisation's work processes and knowledge management systems. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate theoretical knowledge of information management to provide technical advice and support to a team.
No sector assigned
Unit Sector
ELEMENT 1. Collect and assess information
Access product and service information in accordance with organisational requirements Ensure methods of collecting information are reliable and make efficient use of available time and resources Assess information for clarity, accuracy, currency and relevance to intended tasks Use interpersonal skills to access relevant information from teams and individuals Organise information in a format suitable for analysis, interpretation and dissemination in accordance with organisational requirements Use appropriate technology/systems to maintain information in accordance with organisational requirements Collate information and materials, and communicate to relevant designated persons Identify difficulties organising and accessing information and solve collaboratively with individuals and team members Update and store information in accordance with organisational requirements and systems Actively seek feedback on clarity, accuracy and sufficiency of information to ensure relevance of information and system Review the contribution of information to decision making and implement appropriate modifications to collection processes Identify future information needs and incorporate in modifications to collection processes Document future information needs and incorporate in modifications to reporting processes
2. Organise information
2.1 2.2 2.3 2.4 2.5
3. Review information needs
3.1 3.2 3.3 3.4
Required skills
analytical skills to classify and report information literacy skills to read and understand a variety of texts; and to write, edit and proofread problem-solving skills to deal with information which is contradictory, ambiguous,
documents to ensure clarity of meaning, accuracy and consistency of information inconsistent or inadequate
technology skills to display information in a format suitable to the target audience.
Required knowledge
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) methods for checking validity of information and its sources organisational recordkeeping/filing systems, security procedures and safe recording practices policies and procedures relating to distribution of workplace information, and legal and ethical obligations.
computer databases (e.g. library catalogue, customer
records) computer files (e.g. letters, memos and other documents) correspondence (e.g. faxes, memos, letters, email) financial figures forms (e.g. insurance forms, membership forms) invoices (e.g. from suppliers, to debtors) personnel records (e.g. personal details, salary rates) production targets sales records (e.g. monthly forecasts, targets achieved)
code of conduct/code of ethics information protocols legal and organisational policies, guidelines and
requirements management and accountability channels OHS policies, procedures and programs procedures for updating records quality assurance and/or procedures manuals security and confidentiality requirements
Methods of collecting information may include:
checking research provided by others checking written material including referrals and client
files classification tools individual research information from other organisations interviews with colleagues/customers observation and listening previous file records questioning (in person or indirect) recruitment applications and other forms
Interpersonal skills may include:
consultation methods, techniques and protocols networking seeking feedback from group members to confirm summarising and paraphrasing using appropriate body language
understanding
Format may include:
adding headers and footers incorporating graphics and pictures inserting symbols using legends using a particular software application using tables and charts answering machine computer email fax machine internet/extranet/intranet photocopier shredder telephone
Systems may include:
information management systems knowledge management systems record management systems
clients colleagues committee external agencies line management statutory bodies supervisor audit documentation and reports comments from clients and colleagues customer satisfaction questionnaires quality assurance data returned goods
Feedback may include:

providing accurate information for defined purposes systematic maintenance and handling of data and using business technology to manage information knowledge of relevant legislation.
documents

access to an actual workplace or simulated environment access to office equipment and resources examples of information documents found in the
workplace.
evidence and third party workplace reports of on-the-job performance by the candidate analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of organisational recordkeeping/filing systems analysis of how information and materials were communicated to relevant people review of documentation outlining future information needs.
BSBWRT301A Write simple documents general administration units other information management units.
CUS09 Music (Version 1.1) BSBINM302A Utilise a knowledge management system
BSBINM302A
Unit Descriptor
Utilise a knowledge management system

This unit describes the performance outcomes, skills and knowledge required to access and use a knowledge management system, to input into a knowledge management system, and to contribute to monitoring, reviewing and improving a knowledge management system and work practices. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate theoretical knowledge of knowledge management to assist in increasing productivity, to improve quality or to recognise the benefits to the organisation through the improved use of knowledge. For the purpose of this unit, knowledge management is defined as the whole range of strategies, methods, activities and techniques used formally and informally by individuals and the organisation (as formalised in a knowledge management system) to identify, collect, organise, store, retrieve, analyse, share and apply knowledge to the work of the organisation.
Unit Sector
No sector assigned
ELEMENT 1. Access and use knowledge management system 2. Input to knowledge management system
Access knowledge management system to assist with specific tasks, in line with system procedures Administer system, in line with procedures Gather, analyse and prepare inputs for contribution to the system, in line with procedures Check inputs for clarity, accuracy, currency and relevance Make inputs to system, in line with procedures Analyse requirements of the system and ensure suggestions for improvements are provided to relevant personnel Provide feedback about the clarity, accuracy, currency and relevance of the system's output to relevant personnel Document learning resulting from the use of the system Improve work practices as a result of learning from the use of the system
3. Review and improve work practices
3.1 3.2 3.3
Required skills
analytical skills to classify and report information literacy skills to read and understand a variety of texts; and to write, edit and proofread problem-solving skills to deal with information which is contradictory, ambiguous,
technology skills to display information in a format suitable to the target audience.
Required knowledge
aspects of business operations, such as: anti-discrimination ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational policies and procedures for knowledge management other relevant organisational policies and procedures, for example: commercial confidentiality. customer service information management records management.
RANGE STATEMENT
Knowledge management system may include:
planned and implemented system policies procedures and practices to manage knowledge within protocols
the organisation and among relevant stakeholders
Procedures may include:
accessible operating instructions accessible user manuals criteria established for selecting and filtering input to the
system related policies and procedures covering: consultation, participation, communication, and written and verbal reporting documentation data collection, storage and retrieval privacy and confidentiality quality staff, professional development, training, and coaching and mentoring work organisation templates for the collection of input to the system Inputs may be:
electronic paper-based verbal managers, leaders, supervisors and coordinators owners staff, team members and colleagues

making contributions to knowledge management system records of outcomes resulting from the use of the system knowledge of organisational policies and procedures for
knowledge management.

access to an actual workplace or simulated environment access to office equipment and resources examples of information documents found in the access to system (within privacy and confidentiality
workplace
provisions).
evidence and third party workplace reports of on-the-job performance by the candidate review of documentation outlining learning resulting from the use of the system analysis of responses to case studies and scenarios demonstration of techniques.
general administration units other information management units.
CUS09 Music (Version 1.1) BSBINM501A Manage an information or knowledge management system
BSBINM501A
Unit Descriptor
Manage an information or knowledge management system

This unit describes the performance outcomes, skills and knowledge required to organise learning to use an information or knowledge management system and to manage the use of the system. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to managers who have responsibility for seeing that key information and corporate knowledge are retained, accessible to others and improve business outcomes. The unit does not address the requirement to select the technical system (software or hardware), which is seen as the role of an information technology specialist, although in some smaller organisations this may be a part of the manager's role.
Unit Sector
No sector assigned
ELEMENT 1. Organise learning to use information or knowledge management system
Identify learning needs of relevant personnel and stakeholders for input into, and use of, an information or knowledge management system Identify and secure human, financial and physical resources required for learning activities to use an information or knowledge management system Organise and facilitate learning activities Promote and support use of the system throughout the organisation Monitor and document effectiveness of learning activities Ensure implementation of policies and procedures for the information or knowledge management system are monitored for compliance, effectiveness and efficiency Address implementation issues and problems as they arise Monitor integration and alignment with data and information systems Collect information on achievement of performance measures Manage contingencies such as system failure or technical difficulties by accessing technical specialist help as required Analyse effectiveness of system and report on strengths and limitations of the system Review business and operational plan and determine how effectively the system is contributing to intended outcomes Make recommendations for improvement to system, policy or work practices
2. Manage use of information or knowledge management system
2.1 2.2 2.3 2.4 2.5
3. Review use of information or knowledge management system
3.1 3.2 3.3
Required skills
analytical and problem-solving skills to ensure the system is working in accordance with technology skills to work with and manage the use of the information or knowledge
organisational expectations and to deal with contingencies management system.
Required knowledge
legislation, codes of practice and national standards, for example: privacy and confidentiality legislation freedom of information legislation AS 5037:2005 Knowledge management - A guide organisational policies and procedures, for example: records management information management customer service commercial confidentiality organisational operations, and existing data and information systems. 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.
Relevant personnel include:
managers, leaders, supervisors and coordinators owners staff, team members and colleagues
Stakeholders include:
clients and customers employee representatives funding bodies industry, professional and trade associations regulatory bodies and authorities sponsors tenderers, suppliers and contractors
Information or knowledge management is defined as:
equipment, strategies, methods, activities and techniques
used formally and informally by individuals and the organisation to identify, collect, organise, store, retrieve, analyse, share and draw on information and knowledge valuable to the work of the organisation
An information or knowledge management system: Learning activities include:
comprises policies, protocols, procedures and practices
to manage information or knowledge within the organisation and among relevant stakeholders
coaching and mentoring programs help desks information sessions, briefings, workshops and training paper-based or electronic (including intranet) learning use of expert workers such as coaches and mentors to
programs
opportunities
help other personnel use the system
Policies and procedures for the information or knowledge management system cover:
complying with legislative requirements (such as privacy,
confidentiality and defamation requirements) and other policies and procedures content guidelines ensuring accuracy and relevance of knowledge input into the system mechanisms, formats and styles of input to system, including appropriate alternative formats for people with a disability permissions for input removing out-of-date, inaccurate and content that is no longer relevant selecting, maintaining and disposing of knowledge in the system sharing knowledge in the system
Performance measures include:
key performance indicators other systems and measures to enable assessment of performance objectives performance standards (including codes of conduct) qualitative or quantitative mechanisms to measure
how, when, where and why outcomes are being achieved
individual performance

analysis of the strengths and weaknesses of information
or knowledge management system/s and evaluation of suitability for a particular work or organisational context knowledge of relevant legislation, codes of practice and national standards. Assessment must ensure:
access to system access to system user feedback.
assessment of written reports reviewing and evaluating
information or knowledge management systems direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to assess knowledge of relevant organisational policies and procedures review of identified learning needs personnel and stakeholders regarding the information or knowledge management system evaluation of monitoring and documentation about the effectiveness of learning activities analysis documentation reporting on the strengths and limitations of the system review of recommendations made for improvements to the system, policy or work practices.
CUS09 Music (Version 1.1) BSBINM601A Manage knowledge and information
BSBINM601A
Unit Descriptor
Manage knowledge and information

This unit describes the performance outcomes, skills and knowledge required to develop and maintain information processing systems to support decision making, and to optimise the use of knowledge and learning throughout the organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to people working in management roles who have responsibility for ensuring that critical knowledge and information are readily available to review the organisation's performance and to ensure its effective functioning. Knowledge and information can include business performance data, customer feedback, statistical data and financial data.
No sector assigned
Unit Sector
ELEMENT 1. Obtain information relevant to business issues
Review staff and customer feedback and business performance data Identify, define and analyse business problems and issues Identify information required to reach a decision on problems/issues Source and gather reliable information Test information for reliability and validity, and reject where contradictory or ambiguous Utilise formal and informal networks to access corporate knowledge/memory not held in formal systems and review appropriately Ensure objectives for analyses are clear, relevant and consistent with the decisions required Identify patterns and emerging trends correctly and interpret as to cause and effect Utilise statistical analyses and interpretation where appropriate Undertake sensitivity analysis on any proposed options Ensure documentation reflects a logical approach to the evaluation of the evidence and conclusions drawn Adjust management information systems/decision support systems to meet information processing objectives
2. Analyse information and knowledge
2.1 2.2 2.3 2.4 2.5 2.6
3. Take decisions on business issues identified
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8
Ensure sufficient valid and reliable information/evidence is available to support a decision Utilise risk management plans to determine acceptable courses of action Utilise appropriate quantitative methods to assist decision making Consult specialists and other relevant groups and individuals Ensure decisions taken are within the delegation/accountability of the group/individual responsible Make decisions in accordance with organisational guidelines and procedures Ensure decisions taken are consistent with organisational objectives, values and standards Ensure decisions are taken in a timely manner Ensure advice/information needs are documented and are specific to location, format and time line requirements Document information and update databases regularly Design and test systems to meet information requirements of decision makers Ensure information is up-to-date, accurate, relevant and sufficient for the recipient Develop communication plans and disseminate information Adhere to confidentiality/privacy policies in the transmission/release of information/advice Review and update communication plans regularly Utilise technology which provides optimum efficiency and quality Maintain corporate knowledge and ensure security
4. Disseminate information to the organisation
4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9
Required skills
analytical skills to identify improvement opportunities in relation to the services/products communication and consultation skills to ensure all relevant groups and individuals are quantitative and qualitative research skills to locate and review relevant data and technology skills to consider various software and hardware options for storing and
delivered internally or concepts/ideas in area of expertise
advised of what is occurring and are provided with an opportunity for input information
accessing data and information.
Required knowledge
new technologies and their suitability to knowledge and information management risk management.
Statistical analyses may include:
correlation calculations long-term trend analyses probability assessment regulation analyses short to medium-term trend analyses
Sensitivity analyses means: Management information systems means: Decision support systems are:
applying 'what if' scenarios to available options
formal systems for collecting, storing and synthesising
information to be used in management decision making
management information systems which include some
form of computer-based assistance to decision making (expert systems)
Risk management means:
process of identification of potential negative events and
the development of plans to mitigate or minimise the likelihood or consequences of the negative event if it occurs dynamic programming linear programming queuing theory simulation transportation methodology
Quantitative methods may include:
Relevant groups and individuals means:
those personnel who have knowledge about the issue
being dealt with and the expertise to assist the decision making process focus groups group interviews individual interviews surveys
Research may include:
Communication plans means:
structured program for the dissemination of information
and the receipt of feedback information from individuals relevant to the process or activity
audio-visual media internet intranet print media radio telephone television
Corporate knowledge may include:
copyright intellectual property technology

documentation which tracks a particular problem/issue
through information gathering and analysis, decision making and taking, and dissemination to relevant groups and individuals development and utilisation of relevant information storage and retrieval systems, as well as accessing informal knowledge and information from informal networks within the organisation knowledge of new technologies and their suitability to knowledge and information management. Assessment must ensure:
assessment of written reports on knowledge management direct questioning combined with review of portfolios of
and information management
evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of information management systems review of documentation identifying, defining and analysing business problems and issues evaluation of communication plans evaluation of the transmission/release of information/advice in terms of adhering to confidentiality/privacy policies.
CUS09 Music (Version 1.1) BSBINN301A Promote innovation in a team environment
BSBINN301A
Unit Descriptor
Promote innovation in a team environment

This unit describes the performance outcomes, skills and knowledge required to be an effective and pro active member of an innovative team. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies individuals who play a pro active role in demonstrating, encouraging or supporting innovation in a team environment. The individual may be a team participant or a team leader. The team may 'make itself' or be constructed by others. It may have core members and members who participate at certain times or for particular purposes. It may be permanent or temporary, or come together at different times to work on specific projects. The team could consist of a team of contractors/freelancers, permanent staff, clients and service providers, or any combination of these groups. It may operate within an organisation or across several organisations - or simply across a group of individuals. The key focus of the unit is on what makes for an innovative team, what keeps it working well, how the structure of work can make a difference and what skills and knowledge are needed to maximise opportunities for innovation. Where a greater focus on team leadership is required this unit should be combined with units such as BSBLED401A Develop teams and individuals.
Unit Sector
No sector assigned
ELEMENT 1. Create opportunities to maximise innovation within the team
Evaluate and reflect on what the team needs and wants to achieve Check out information about current or potential team members' work in the context of developing a more innovative team Bring people into the team or make suggestions for team members based on what needs to be achieved and the potential for cross-fertilising ideas Acknowledge, respect and discuss the different ways that different people may contribute to building or enhancing the team
2. Organise and agree effective ways of working
2.1 2.2 2.3 2.4 2.5
Jointly establish ground rules for how the team will operate Agree and communicate responsibilities in ways that encourage and reinforce team-based innovation Agree and share tasks and activities to ensure the best use of skills and abilities within the team Plan and schedule activities to allow time for thinking, challenging and collaboration Establish personal reward and stimulation as an integral part of the team's way of working Model behaviour that supports innovation Seek external stimuli and ideas to feed into team activities Pro-actively share information, knowledge and experiences with other team members Challenge and test ideas within the team in a positive and collaborative way Pro-actively discuss and explore ideas with other team members on an ongoing basis De-brief and reflect on activities and on opportunities for improvement and innovation Gather and use feedback from within and outside the team to generate discussion and debate Discuss the challenges of being innovative in a constructive and open way Take ideas for improvement, build them into future activities and communicate key issues to relevant colleagues Identify, promote and celebrate successes and examples of successful innovation
3. Support and guide colleagues
3.1 3.2 3.3 3.4 3.5
4. Reflect on how the team is 4.1 working 4.2 4.3 4.4 4.5
Required skills
communication skills to work collaboratively as part of a team, to provide guidance and
support to others, and to participate in open and constructive discussions creative thinking skills to generate, explore, test and challenge ideas learning skills to stretch boundaries of own knowledge and skills literacy skills to analyse a wide range of information from varied sources planning and organisational skills to participate in the effective allocation of work in a team context problem-solving skills to work constructively to overcome issues and challenges of both a practical and conceptual nature and to make ideas become realities self-management skills to take a pro-active team role and to reflect on own performance in modelling and encouraging behaviour that supports innovation. Required knowledge
barriers to innovation that can occur within a team and broader barriers that sometimes broad concepts of innovation including what innovation is, different types of innovation characteristics of teams that are more likely to be innovative and characteristics of different roles that people may play within a team, how this impacts on the way a team group dynamics in a team. 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.
hinder innovation
and the benefits of innovation
broader environments that support and encourage innovation works and what it might achieve
What the team needs and wants to achieve may relate to:
addressing particular customer feedback conceiving and implementing a particular project developing new services or products generating ongoing ideas within the work unit improving budgetary performance improving or changing work conditions new ideas that impact beyond the workplace (e.g. that have a broader social or community impact) interests lifestyle preferences past jobs technical strengths work preferences working styles
Information about current or potential team members' work may relate to:
Different ways that different people may contribute may relate to individual strengths around:
creating positive energy within the team fundamental literacy strengths (e.g. particularly strong in
visual literacy, written or spoken communication) generating ideas networks or spheres of influence particular ways of thinking powers of persuasion problem-solving capacities specific technical skills or knowledge
Ground rules may relate to:
boundaries or lack of boundaries for team activities and
ideas confidentiality copyright, moral rights or intellectual property regularity of communication key roles and responsibilities time lines ways of communicating
Team-based innovation may be encouraged through:
accessing training and learning opportunities enough but not too much guidance and structure equitable sharing of workload follow-through with ideas supportive communication collaborative equitable fair fun hardworking reflective responsible sympathetic Australia or overseas colleagues outside of the team family and friends internet journals networks or technical experts other organisations
Behaviour that supports innovation may include being:
External stimuli and ideas might be from:
Challenges of being innovative may relate to:
budgetary or other resource constraints competing priorities organisational culture problems with breaking old patterns of behaviour or thinking time pressures

active participation in a team where the team takes a
pro-active and considered approach to innovation and innovative practice collaborative and open communication within the team knowledge and understanding of the internal and external factors that contribute to a team becoming and remaining innovative. Assessment must ensure:
demonstration of skills as part of a team.
evidence and third party workplace reports of on-the-job performance by the candidate direct observation of team interactions evaluation of reports by the candidate or the team (could be oral or written) discussing the ideas, challenges and opportunities associated with teams, and how they can be more innovative evaluation of feedback from other people in the team about the candidate's communication approaches and abilities oral or written questioning to assess knowledge of the characteristics of innovative teams, innovation concepts more broadly and they ways in which innovation can be encouraged review of jointly established 'ground rules' for how the team will operate.
Innovation does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended.
CUS09 Music (Version 1.1) BSBINN501A Establish systems that support innovation
BSBINN501A
Unit Descriptor
Establish systems that support innovation

This unit describes the performance outcomes, skills and knowledge required to conceptualise and establish new systems that support and encourage innovation in the workplace. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit may apply to individuals working in any community or industry context, in small or large organisations. While managers are often responsible for the development of new systems, depending on the organisation size and the nature of the system being developed, senior operational personnel or internal/external specialists may also undertake this role. Systems are varied in nature and might apply to human resources management, team management, organisational structures, product development, information technology, marketing or training and assessment. The critical focus is on systems conceived and developed with innovation as the key driver.
Unit Sector
No sector assigned
ELEMENT 1. Research context for new system development
Explore and analyse the impact of systems in the overall context of innovation Explore and gain clarity around system objectives, particularly in relation to innovation Analyse current organisational systems to identify gaps or barriers to innovation Research and analyse current and emerging information about systems in other organisations and contexts Evaluate the resources and other commitment required to foster innovation Identify key stakeholders who can play a role in conceptualising or supporting new system ideas Create system concepts that will foster innovation using individual and group techniques Evaluate and discuss a range of ideas with relevant stakeholders Clearly articulate the ways in which innovation is better supported by system ideas and options Clearly articulate how the system itself is innovative Expose ideas and options to ongoing testing, exploration and challenge Select and refine system ideas that meet the workplace requirements and which are both feasible and innovative
2. Generate system concepts and options
2.1 2.2 2.3 2.4 2.5 2.6
3. Develop a plan for the system
3.1 3.2 3.3 3.4 3.5 3.6
Determine the need for specialised assistance and integrate into system planning Analyse the potential impact of the new system on people, resources and other organisational practices Consult with all stakeholders who will be involved with, or affected by, the new system Develop an operational plan for the system, with budget, time lines and responsibilities Develop a communication strategy to support the introduction of the new system Evaluate the coaching and training needs of those who will use the system and plan a learning and development strategy Present and consult on system proposals with relevant stakeholders Analyse and integrate feedback into the system development process Determine appropriate context and parameters for the trialling process Initiate the trial, taking account of all required consultative, coaching and technical issues Monitor and review the trial in relation to its goals for fostering innovation Open the improvement process to ongoing collaborative input and challenge Adjust system to reflect evaluation feedback
4. Trial the system
4.1 4.2 4.3 4.4 4.5 4.6 4.7
Required skills
communication skills to conduct potentially complex and challenging negotiations and creative thinking skills to explore and generate innovative concepts learning skills to stretch boundaries of own knowledge and skills, and to foster similar literacy skills to analyse and develop potentially complex organisational requirements numeracy skills to develop and interpret financial estimates planning and organisational skills to plan the implementation of new systems and to research skills to investigate the broader context for system development self-management skills to take responsibility for driving system development with a focus
consultations on new systems development and implementation approaches in others
and documentation for work systems
organise and implement training and learning activities on innovation.
Required knowledge
concepts and theories of change management, including ways of introducing change in concepts and theories of innovation and how these link to innovation in practice in-depth understanding of the ways in which workplace systems can contribute to project planning and management techniques technical context in which the system is being developed typical ways in which systems may present barriers to innovation. 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.
different organisational contexts and change management communication strategies innovation in the workplace
Impact of systems may be positive or negative and relate to:
administrative processes degree of freedom or restriction for individuals, workers extent of collaboration and cooperation within the
and teams
organisation operational procedures quality of communication channels and processes quality of the physical environment responsiveness of the organisation to customer needs
Systems might relate to:
human resources innovation reward systems learning and development systems product or service review processes project management quality management team management addressing operational or service problems changing the culture of the organisation developing workforce skills diversifying the business enhancing customer service quality generating more income improving competitiveness reducing operating costs winning more projects
System objectives may include:
Gaps or barriers might relate to:
differences between management rhetoric and reality hierarchical system of management inadequate reporting or recording managers who do not accept new ideas overly bureaucratic processes people not communicating with each other or sharing information staff not being involved in decisions teams who work in rigid and inflexible ways competitor organisations local, national or international organisations of similar size or structure totally different organisations who have developed interesting or successful systems wider community or business contexts in which innovation occurs

Other organisations and contexts may be:
Resources and other commitment may include:
financial human management commitment physical preparedness to change at all levels of the organisation boards or committees customers government departments or other statutory authorities management specialist advisors work colleagues
Individual and group techniques may include:
brainstorming cost-benefit analysis flow charts jotting down words mind maps process analysis review of approaches/procedures used by competitors strengths, weaknesses, opportunities and threats (SWOT) analysis value analysis visual imagining other creative thinking strategies

Ongoing testing, exploration and challenge may include:
comparing contrasting gaining input from those who do not support the concept playing 'devil's advocate' seeking objective internal or external review
Specialised assistance may include:
external consultants or advisers internal colleagues with specialist or technical knowledge
relevant to the system

designing, trialling and reviewing more than one work
system that is planned and structured to maximise opportunities for innovation by workers and managers in the workplace clearly articulating and understanding how and why the work system fosters workplace innovation among workers and managers knowledge of concepts and theories of innovation. Assessment must ensure:
interaction with others to reflect the collaborative nature of use of current industry technology in the development of
systems development and of innovation more broadly systems.
evidence and third party workplace reports of on-the-job performance by the candidate evaluation of systems developed by the candidate for a particular workplace context, with a focus on innovation (both in terms of process and outcome) oral or written questioning to assess knowledge of links between systems and innovation, wider innovation concepts and change management processes review of analysis of current organisational systems to identify gaps or barriers to innovation review of operational plan developed for the system review of communication strategy developed to support the introduction of the new system evaluation of learning and development strategy for users of the system.
Holistic assessment with other units relevant to the industry sector, workplace and job role is strongly recommended, for example:
BSBHRM506A Manage recruitment, selection and BSBINM601A Manage knowledge and information BSBINN601A Manage organisational change BSBLED705A Plan and implement a mentoring program.
induction processes
CUS09 Music (Version 1.1) BSBINN502A Build and sustain an innovative work environment
BSBINN502A
Unit Descriptor
Build and sustain an innovative work environment

This unit describes the performance outcomes, skills and knowledge required to create an environment that enables and supports the application of innovative practice. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals working in leadership or management roles in any industry or community context. The individual could be employed by the organisation, but may also be an external contractor, the leader of a cross organisation team or of a self formed team of individuals. The work group could be permanent or temporary in nature. The unit focuses on the skills and knowledge required to develop and implement a holistic approach to the integration of innovation across all areas of work practice. It also acknowledges the importance of wider contextual evaluation for potential innovations to ensure their value and benefit.
Unit Sector
No sector assigned
ELEMENT 1. Lead innovation by example
Make innovation an integral part of leadership and management activities Demonstrate positive reception of ideas from others and provide constructive advice Establish and maintain relationships based on mutual respect and trust Take considered risks to open up opportunities for innovation Regularly evaluate own approaches for consistency with the wider organisational or project context Consult on and establish working conditions that reflect and encourage innovative practice Introduce and maintain workplace procedures that foster innovation and allow for rigorous evaluation of innovative ideas Facilitate and participate in collaborative work arrangements to foster innovation Build and lead teams to work in ways that maximise opportunities for innovation
2. Establish work practices that support innovation
2.1 2.2 2.3 2.4
3. Promote innovation
3.1 3.2 3.3 3.4
Acknowledge suggestions, improvements and innovations from all colleagues Find appropriate ways of celebrating and promoting innovation Promote and reinforce the value of innovation according to the vision and objectives of the organisation or project Promote and support the evaluation of innovative ideas within the wider organisational or project context Evaluate the impact of the physical environment in relation to innovation Collaborate with colleagues about ideas for enhancing the physical work environment before taking action Consider potential for supporting innovation when selecting physical resources and equipment Design, fit-out and decorate workspaces to encourage creative mindsets, collaborative working and the development of positive workplace relationships Pro-actively share relevant information, knowledge and skills with colleagues Provide or encourage formal and informal learning opportunities to help develop the skills needed for innovation Create opportunities in which individuals can learn from the experience of others
4. Create a physical environment which supports innovation
4.1 4.2 4.3 4.4
5. Provide learning opportunities
5.1 5.2 5.3
Required skills
communication, consultation and negotiation skills to model and lead, open and comprehension skills to interpret and develop information that may deal with complex planning and organisational skills to implement wide-ranging practical processes and
collaborative relationships
ideas and relate to issues both within and outside a given workplace context
procedures that support innovation problem-solving skills to assess and respond to challenges and risks around innovation at an operational management level self-management and learning skills to evaluate and enhance personal effectiveness, and to promote a culture of ongoing learning and development. Required knowledge
benefits of providing coaching and learning opportunities in relation to innovation concept of innovation, what it is and what it means for different people either working context for innovation in the relevant workplace context including core business values,
independently or within an organisation
overall objectives, broader environmental context and the need to ensure the value and benefit of innovative ideas and projects different ways of rewarding performance factors and tools that can motivate individuals to use creative thinking and apply innovative work practices legislative framework that impacts on operations in the relevant workplace context management principles and leadership styles, including the impact of different approaches on innovation typical challenges and barriers to innovation within teams and organisations, and ways of overcoming these ways in which workplace climate can affect individual attitudes and performance.
Leadership and management activities may include:
people management practices planning processes regular management meetings review processes
Risks may include:
budgetary issues challenging changes in relationships, work practices and unforseen impacts of innovative ideas
general workplace climate
Working conditions may include:
family-friendly leave entitlements flexible working hours social leave study leave time provided for coming up with ideas briefing processes client relations performance management project management staff meetings training
Workplace procedures may relate to:
Evaluation of innovative ideas may relate to:
analysing consistency with overall goals, values or vision assessing resource requirements and practicalities assessing the potential to find 'champions' or supporters evaluating the external factors that may impact on the idea exploring the implications of ideas that may stretch or change existing ways of doing things

Collaborative work arrangements might be:
cross section vertical teams within a section working with supplier organisations or partner organisations collaborating collecting data creative thinking future scanning getting feedback making suggestions networking congratulating the project team ensuring management acknowledgment providing a newsletter story about the idea using the idea to help foster other ideas well-planned group incentive schemes
Ways that maximise opportunities for innovation may relate to:
Ways of celebrating and promoting innovation may include:
Impact of the physical environment may relate to:
eating areas extent to which design or style links with declared
philosophies or objectives external areas general ambience of the work environment location of different people presence and ambience of relaxation areas style of decor use of creative messages or images in the workplace workspace design and decor workstation arrangements and opportunities for interaction coaching conferences formal training courses/programs information seminars job rotation mentoring online learning
Formal and informal learning opportunities may include:

establishment of procedures and practices (for a project
or a workplace) which support and foster innovative work practice and include sound evaluation processes modelling of behaviour that supports innovative work practice knowledge and understanding of the role of leaders and managers in encouraging innovation, and the issues and challenges associated with building and sustaining an innovative work environment. Assessment must ensure:
involvement of a team for which the candidate provides
leadership and guidance.
evidence and third party workplace reports of on-the-job performance by the candidate evaluation of outcomes and processes from activities managed by the candidate, particularly in relation to how innovation and innovative practice was encouraged and supported oral or written questioning to assess knowledge of ways that innovation can be fostered and the typical challenges and barriers to innovation.
Innovation does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended.
CUS09 Music (Version 1.1) BSBINN601A Manage organisational change
BSBINN601A
Unit Descriptor
Manage organisational change

This unit describes the performance outcomes, skills and knowledge required to determine strategic change requirements and opportunities, and to develop, implement and evaluate change management strategies. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to managers with responsibilities that extend across the organisation or across significant parts of a large organisation. They may have a dedicated role in human resources management, human resources development, or work in a strategic policy or planning area. The unit takes a structured approach to change management and applies to people with considerable work experience and organisational knowledge..
Unit Sector
No sector assigned
ELEMENT 1. Identify change requirements/ opportunities
Identify strategic change needs through an analysis of strategic plans Review existing policies and practices against strategic objectives to identify change requirements Monitor trends in the external environment to identify events or trends which impact on the achievement of organisation's objectives Identify major operational change requirements due to performance gaps, business opportunities or threats, or management decisions Review and prioritise change requirements/opportunities with relevant managers Consult specialists and experts to assist in the identification of major change requirements/opportunities Undertake cost benefit analysis for high priority change requirements/opportunities Undertake risk analysis, identify barriers to change, and agree and document mitigation strategies Develop change management project plan Obtain approvals from relevant authorities to confirm the change management process Assign resources to the project and agree reporting protocols with relevant managers
2. Develop change management strategy
2.1 2.2 2.3 2.4 2.5
3. Implement change management strategy
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8
Develop communication/education plans in consultation with relevant groups and individuals Develop communication/education plan to promote the benefits of the change to the organisation and to minimise loss Arrange activities to deliver the communication/education plans to all relevant groups and individuals Consult with relevant groups and individuals for input to the change process Identify and respond to barriers to the change in accordance with risk management plans Action interventions and activities set out in project plan in accordance with project timetable Activate strategies for embedding the change Conduct regular evaluation and review, and modify project plan where appropriate to achieve change program objectives
Required skills
innovation skills to think laterally and to develop creative means to enable people to
accept change positively high level interpersonal and leadership skills to obtain acceptance of change processes and to inspire trust planning and organising skills to sequence events and to enable staff to be clear in times of change or turbulence. Required knowledge
change management process/cycle organisational behaviour. 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.
Strategic change needs refers to:
actions arising from strategic planning activities to bring
about major change in the organisation (they may relate to people, processes, technology or structure)
External environment may refer to factors that are:
consumer driven ecological economic ethical legal political social technological
Major operational change requirements means: Relevant managers refers to:
changes which need to be made to the organisation to
maintain or improve performance and/or competitive position
managers who: are affected by the change are participating in the change project hold a leadership position in the organisation determination of the likelihood of a negative event
Risk analysis means:
preventing the organisation meeting its objectives and the likely consequences of such an event on organisational performance challenges to group norms/established roles existing organisational culture existing reward systems fear of loss of status, security, power, friends interdepartmental rivalry/conflict lack of involvement in the change low morale vested interests
Barriers to change may include:
Mitigation strategies means: Change management project plan includes:
strategies put in place or action taken to reduce or
eliminate risk identified
budget methodology for change program objectives/outcomes timetable
Approvals refers to:
formal approval from the manager/s who have
responsibility for the area/s of the organisation affected by the change project
contractors employees/managers external/internal consultants financial/budget approval hardware/software physical assets action research career planning inter-group team building job redesign sensitivity training succession planning surveys (with feedback) team building termination or redeployment training transition analysis
Interventions and activities may include:

documentation of a change process that details the
rationale for the change and its objectives; the process of implementing the change and a critical evaluation of how the change process was managed techniques for responding to resistance to change knowledge of change management process/cycle. Assessment must ensure:
analysis of responses to case studies and scenarios assessment of written reports on change management direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated techniques in responding to resistance to change review of change management project plan and communication/education plans review of documentation outlining consultation with relevant groups and individuals for input to the change process oral or written questioning to assess knowledge of organisational behaviour.
CUS09 Music (Version 1.1) BSBITU201A Produce simple word processed documents
BSBITU201A
Unit Descriptor
Produce simple word processed documents

This unit describes the performance outcomes, skills and knowledge required to correctly operate word processing applications in the production of workplace documents. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who perform a range of routine tasks in the workplace, using a limited range of practical skills and fundamental knowledge of word processing and software in a defined context, under direct supervision or with limited individual responsibility.
No sector assigned
Unit Sector
ELEMENT 1. Prepare to produce documents
Use safe work practices to ensure ergonomic, work organisation, energy and resource conservation requirements are addressed Identify document purpose, audience and presentation requirements, and clarify with relevant personnel as required Identify organisational and task requirements for document layout and design Format document using appropriate software functions to adjust page layout to meet information requirements, in accordance with organisational style and presentation requirements Use system features to identify and manipulate screen display options and controls Use manuals, user documentation and online help to overcome problems with document presentation and production Ensure final document is previewed, checked, adjusted and printed in accordance with organisational and task requirements Ensure document is prepared within designated time lines and organisational requirements Name and store document in accordance with organisational requirements and exit application without information loss/damage
2. Produce documents
2.1
2.2 2.3
3. Finalise documents
3.1 3.2 3.3
Required skills communication skills to clarify document requirements editing and proofreading skills to check own work for accuracy keyboarding skills to enter text and numerical data literacy skills to read and understand organisation's procedures, and to use basic models to produce a range of correspondence problem-solving skills to solve routine problems.

Required knowledge
formatting styles and their effect on formatting, readability and appearance of documents purpose, use and function of word processing software organisational requirements for ergonomics, work periods and breaks, and conservation organisational style guide. 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.
techniques
Ergonomic requirements may include:
avoiding radiation from computer screens chair height, seat and back adjustment document holder footrest keyboard and mouse position lighting noise minimisation posture screen position workstation height and layout
Work organisation requirements may include: Conservation requirements may include:
exercise breaks mix of repetitive and other activities rest periods disposing of non-confidential waste paper in recycling double-sided paper use re-using paper for rough drafts (observing confidentiality utilising power-save options for equipment
bins
requirements)
Documents may include:
agendas briefing papers envelopes faxes labels letters mail merges memos minutes short reports simple one-page flyers standard form letters company colour scheme company logo consistent corporate image content restrictions established guidelines and procedures for document production house styles observing copyright legislation organisation name, time, date, document title, filename etc. in header/footer templates alignment on page columns company logo/letterhead enhancements to format - borders, patterns and colours enhancements to text - colour, size, orientation headers/footers margins page orientation default settings document protection grammar check headers/footers indent line spacing page numbers page set up paragraph formatting spell check tabs text formatting
Formatting may include:
Software functions may include:
Screen display options and controls may include:
layout view maximise/minimise normal view page view print preview ruler toolbars zoom percentage
Checking may include:
accuracy of information consistency of layout ensuring instructions with regard to content and format grammar proofreading spelling, electronically and manually
have been followed
Printing may include:
basic print settings multiple copies odd or even pages print preview printer setup specified pages whole document
organisational time line e.g. deadline requirements time line agreed with internal/external client time line agreed with supervisor/person requiring
document/s
Naming and storing documents may include:
appropriate file type authorised access file names according to organisational procedure e.g. file names which are easily identifiable in relation to the file/directory names which identify the operator, author,
numbers rather than names content
section, date etc. filing locations organisational policy for backing up files organisational policy for filing hard copies of documents security storage in folders/sub-folders storage on hard/floppy disk drives, CD-ROM, tape back-up

knowledge of simple word processing functions, standard production of a minimum of three simple, word processed
document layout and design principles documents.

access to an actual workplace or simulated environment access to office equipment and resources access to examples of word processed documents and
style guides.
evidence and third party workplace reports of on-the-job performance by the candidate review of formatted document review of final document demonstration of techniques oral or written questioning to assess knowledge of word processing software functions.
general administration units other IT use units.
CUS09 Music (Version 1.1) BSBITU202A Create and use spreadsheets
BSBITU202A
Unit Descriptor
Create and use spreadsheets

This unit describes the performance outcomes, skills and knowledge required to correctly create and use spreadsheets and charts through the use of spreadsheet software. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who perform a range of routine tasks in the workplace using a limited range of practical skills and fundamental knowledge of creating spreadsheets in a defined context under direct supervision or with limited individual responsibility.
No sector assigned
Unit Sector
ELEMENT 1. Select and prepare resources
Adjust workspace, furniture and equipment to suit user ergonomic, work organisation and occupational health and safety (OHS) requirements Use energy and resource conservation techniques to minimise wastage in accordance with organisational and statutory requirements Identify spreadsheet task requirements and clarify with relevant personnel as required Ensure data is entered, checked and amended in accordance with organisational and task requirements, to maintain consistency of design and layout Format spreadsheet using software functions, to adjust page and cell layout to meet information requirements, in accordance with organisational style and presentation requirements Ensure formulae are used and tested to confirm output meets task requirements, in consultation with appropriate personnel as required Use manuals, user documentation and online help to overcome problems with spreadsheet design and production Select chart type and design that enables valid representation of numerical data and meets organisational and task requirements Create chart using appropriate data range in the spreadsheet Modify chart type and layout using formatting features
2. Create simple spreadsheets
2.1 2.2
2.3 2.4
3. Produce simple charts
3.1 3.2 3.3
4. Finalise spreadsheets
4.1 4.2 4.3
Ensure spreadsheet and any accompanying charts are previewed, adjusted and printed in accordance with organisational and task requirements Ensure data input meets designated time lines and organisational requirements for speed and accuracy Name and store spreadsheet in accordance with organisational requirements and exit the application without data loss/damage
Required skills communication skills to clarify requirements of spreadsheet editing and proofreading skills to check own work for accuracy keyboarding skills to enter text and numerical data literacy skills to read and understand organisation's procedures, and to use basic models to produce a range of spreadsheets numeracy skills to create and use spreadsheet formulae.

Required knowledge
formatting of workplace documents organisational requirements for ergonomic standards, work periods and breaks, and organisational guidelines on spreadsheet manipulation and processing purpose and range of use of spreadsheet functions. 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.
conservation techniques
Work organisation requirements may include:
exercise breaks mix of repetitive and other activities rest periods
Conservation techniques may include:
double-sided paper use recycling used and shredded paper re-using paper for rough drafts (observing confidentiality
requirements) utilising power-save options for equipment Spreadsheet task requirements may include:

data entry output presentation storage
Data may include:
numbers text accuracy of data accuracy of formulae with calculator ensuring instructions with regard to content and format proofreading spelling, electronically and manually
Checking may include:
have been followed
Formatting may include:
alignment on page efficiency of formulae enhancements to format - borders, patterns and colours enhancements to text headers/footers use of absolute and relative cell addresses use of cell addresses in formulae adding/deleting columns/rows formatting cells formatting text headers/footers sizing columns/rows absolute cell referencing and/or mixed references average division maximum minimum multiplication subtraction sum combinations of above
Formulae may include:
Chart types may include:
area bar column exploded pie line pie and 3-D pie scatter/bubble stacked/multiple bar stacked, 3-D column axes axis title borders chart title colours data labels data tables fills gridlines legend lines patterns fit on one page fit specific number of pages with formulae with values
Features may include:
organisational time line e.g. financial requirements time line agreed with internal/external client time line agreed with supervisor/person requiring
spreadsheet
Storing data may include:
authorised access filing locations organisational policy for backing up files organisational policy for filing hard copies of spreadsheets security storage in electronic folders/sub-folders storage on CD-ROM, zip drives, USB memory


designing a minimum of two spreadsheets using cell-based formulae creating charts using relevant data knowledge of purpose and range of use of spreadsheet functions.

access to an actual workplace or simulated environment access to office equipment and resources access to examples of spreadsheets and simple
formulae.
evidence and third party workplace reports of on-the-job performance by the candidate review of final spreadsheets analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of spreadsheet software functions.
CUS09 Music (Version 1.1) BSBITU203A Communicate electronically
BSBITU203A
Unit Descriptor
Communicate electronically
This unit describes the performance outcomes, skills and knowledge required to send, receive and manage electronic mail (email), as well as to collaborate online using chat rooms, intranets and instant messaging. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who use business technology to perform a range of routine tasks to communicate with co workers, customers or others. The individual will use a limited range of practical skills and fundamental knowledge in a defined context under direct supervision or with limited individual responsibility.
No sector assigned
Unit Sector
ELEMENT 1. Implement procedures to send and receive electronic mail
Log in to software for sending and receiving email in accordance with organisational requirements Check outgoing email for accuracy and ensure any required attachments are prepared, in accordance with organisational and service provider requirements Identify urgent, confidential, personal, suspicious or potentially dangerous email and take appropriate actions Deal with returned email in accordance with organisational policies and procedures Set security levels and/or filters for incoming email in accordance with organisational requirements Create and maintain individual mailboxes in accordance with organisational requirements Store email and/or attachments in accordance with organisational requirements Empty inboxes and archive or permanently delete in accordance with organisational requirements Prepare and maintain electronic mailing lists in accordance with organisational requirements Identify software to be used in collaboration Ensure online collaboration is undertaken in accordance with organisational policy, procedures and net etiquette (netiquette) Respond to posts or communications in accordance with agreed parameters, organisational requirements and netiquette
2. Manage electronic mail
2.1 2.2 2.3 2.4 2.5
3. Collaborate online
3.1 3.2 3.3
Required skills
communication skills to request advice, to receive feedback and to work with a team literacy skills to identify work requirements; to understand and process basic, relevant problem-solving skills to solve routine technology problems.
workplace information; and to draft simple correspondence
Required knowledge
different methods of electronic communication key provisions of relevant legislation from all forms of government that may affect
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety.
Software may include:
mobile or wireless software applications: personal digital assistants (PDA) mobile phones text messaging (SMS/TXT) multimedia messaging (MMS) internet relay chat (IRC) personal computer-based software applications: email applications web-based email services chat applications internet discussion groups/boards/chat rooms intranet discussion groups/boards/chat rooms
carbon copies or blind carbon copies concise, relevant subject line electronic signature form of address formality/informality of language, tone and structure including original message in the reply length of emails (i.e. short and to the point) net ethics net etiquette(netiquette) requesting read receipt sender's name and address
Checking outgoing email for accuracy may include checking:
clarity of intended meaning completeness content grammar punctuation recipient's address spelling structure PDFs pictures spreadsheets word processed documents any electronic file
Attachments may include:
Suspicious or potentially dangerous email may include:
attachments email where sender is unknown, and subject line is
enticing and/or personal (e.g. urging the receiver to open immediately) particular file extensions spam (unsolicited commercial email or junk email) unsolicited email containing viruses

Dealing with returned email may include:
checking email address checking size of attachment/s re-sending sending message by other means e.g. facsimile, post telephoning addressee
Storing email may include:
email application software paper-based filing system specialised recordkeeping, spreadsheet or database
software
Mailing lists may include:
database or spreadsheet records electronic address books word processing tables or data files
Online collaboration may include:
chat rooms email communications instant messaging intranet
Net etiquette may include:
accepted (not mandated) rules for being a good net
citizen (netizen) adjust to the style and tone of discussion groups be forgiving of other's mistakes do not abuse your power if you would not do it in real life do not do it in cyberspace keep flames under control (flaming is making personal attacks on others) look good online (spelling, grammar, and have something worth saying) protocols for discussion groups remember you are dealing with real people not computers respect copyright respect other people's privacy respect other's time and bandwidth share expert knowledge

sending and receiving email for a range of purposes attaching and removing documents to email using software applications to collaborate online knowledge of relevant legislation.

access to an actual workplace or simulated environment access to office equipment and resources access to software applications likely to be used in the
workplace.
evidence and third party workplace reports of on-the-job performance by the candidate analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of electronic communication methods and tools review of attachments prepared for email review of electronic mailing lists evaluation of postings and responses to online discussions.
CUS09 Music (Version 1.1) BSBITU301A Create and use databases
BSBITU301A
Unit Descriptor
Create and use databases

This unit describes the performance outcomes, skills and knowledge required to create simple two table relational databases with reports and queries, for the storage and retrieval of information. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals employed in a range of work environments who develop and use simple databases to store and retrieve data. They may provide administrative support within an enterprise, or may be independently responsible for the storage and retrieval of data relating to their own work roles.
No sector assigned
Unit Sector
ELEMENT 1. Create a simple database
Design a simple database, with at least two tables, using a database application, basic design principles, software functions and simple formulae Develop a table with fields and attributes according to database usage, as well as data considerations and user requirements Create a primary key for each table Modify table layout and field attributes as required Create a relationship between the two tables Check and amend data entered, in accordance with organisational and task requirements Determine information output, database tables to be used and report layout to meet task requirements Determine data groupings, search and sort criteria to meet task requirements Run reports and queries to check that results and formulae provide the required data Modify reports to include or exclude additional requirements Ensure data input meets designated time lines and organisational requirements for speed and accuracy Use manuals, user documentation and online help to overcome problems with database design and production Preview, adjust and print database reports or forms in accordance with organisational and task requirements Name and store databases, in accordance with organisational requirements, and exit application without data loss or damage Prepare and distribute reports to appropriate person in a suitable format
2. Create reports and queries
2.1 2.2 2.3 2.4
3. Use database
3.1 3.2 3.3 3.4 3.5
Required skills
numeracy skills to create simple queries and to use simple formulae planning and organising skills to develop effective databases problem-solving skills to address inconsistencies in data and issues in database, and to
query structures.
Required knowledge
that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety organisational requirements relating to data entry, storage and presentation.
RANGE STATEMENT
Database applications may include: Basic design principles may include:
commercial database applications organisational specific database applications
naming conventions data layout formatting database use required output reporting and presentation requirements adding, deleting, moving, re-labelling fields altering field widths calculating, using formula data protection field definitions and attributes formatting fields formatting text headers and footers inserting and deleting blank lines and spaces repeating (if available) table, form and report wizards
Simple formulae may include:
average count division maximum minimum multiplication subtraction sum combinations of above
Data may include:
numbers text accuracy of data accuracy of formulae with calculator ensuring instructions with regard to content and format outcome of sorting or filtering proofreading spelling, electronically and manually
Checking and amending data may include:
have been followed
Report layout may include:
alignment on page columns enhancements to format - borders, patterns and colours enhancements to text formatting provided through use of a wizard or other automated process headers/footers logical ordering of data tables
time line agreed with internal or external client time line agreed with supervisor or person requiring
database forms queries records reports tables
Storing databases may include:
authorised access filing locations naming conventions organisational policy for backing up files organisational policy for filing hard copies of databases security storage in electronic folders and sub-folders storage on disk drives, CD-ROM, back-up tapes

creating simple databases and queries manipulating data using queries formatting data into a final version.

access to an actual workplace or simulated environment access to office equipment and resources access to sample data.
evidence and third party workplace reports of on-the-job performance by the candidate review of authenticated documents from the workplace or training environment demonstration of techniques.
administration units other information and communications technology units.
CUS09 Music (Version 1.1) BSBITU302A Create electronic presentations
BSBITU302A
Unit Descriptor
Create electronic presentations

This unit describes the performance outcomes, skills and knowledge required to design and produce electronic presentations for speakers, for self access and for online access. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals employed in a range of work environments who design electronic presentations. They may work as individuals providing administrative support within an enterprise, or may be responsible for production of their own electronic presentations.
Unit Sector
ELEMENT 1. Prepare to create presentation
Organise personal work environment in accordance with ergonomic requirements Determine purpose, audience and mode of presentation in consultation with content author or presenter Identify presentation requirements in terms of supporting documents, transparencies and equipment Apply work organisation strategies and energy and resource conservation techniques to plan work activities Design slides, notes and handout masters to incorporate organisational and task requirements in relation to image and preferred style, avoiding distractions Use software functions for consistency of design and layout, to meet identified presentation requirements Balance presentation features for visual impact and emphasis Use advanced software features to streamline and customise the presentation for different audiences Prepare presentations within designated time lines Use manuals, user documentation and online help to overcome problems with design and production Check presentation for spelling, consistency in presentation features and style, in accordance with task requirements Print presentation materials in accordance with presenter or audience requirements Store presentation, in accordance with organisational requirements and exit the application without information loss or damage
2. Create presentation
2.1 2.2 2.3 2.4 2.5
3. Finalise presentation
3.1 3.2 3.3 3.4
Required skills
communication skills to clarify requirements of documents keyboarding skills to enter text and numerical data literacy skills to read and understand organisational procedures, to use screen layout to problem-solving skills to use processes flexibly and interchangeably.
support text structure, and to proofread and edit documents
Required knowledge
that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety effect of design features on readability and appearance of electronic presentations.
avoiding radiation from computer screens chair height, seat and back adjustment document holder footrest keyboard and mouse position lighting noise minimisation posture screen position workstation height and layout available for browsing by individuals display on one computer, control from another online, internet, intranet conference presentation self-running presentation speaker
Mode of presentation may include:
Presentation requirements may include:
35 mm slides annotation pen computer equipment and peripherals for on-screen
presentation data show digital pointer handouts internet access laptop computer network access outlines overhead projector overhead transparencies paper printouts of presentation or slide show slide projector speaker notes video projector/s world wide web documents
Work organisation strategies may include:
exercise breaks mix of repetitive and other activities rest periods double-sided paper use recycling used and shredded paper re-using paper for rough drafts (observing confidentiality using power-save options for equipment
Energy and resource conservation techniques may include:
requirements)
Organisational and task requirements may include:
company colour scheme company logo corporate image music organisation name, time, date, occasion etc. in header/footer organisational video clip

Distractions may include:
heavy colour insufficient colour separation (background to text) irrelevant animation multiple transitions overly busy background overuse of sound too many words or pictures per slide too small fonts
backgrounds colour schemes creating templates handout master importing outlines from other applications importing images and graphics notes master placeholders slide master animation charts graphics headlines or titles illustrations logos music objects pace pictures sound text content timing transitions video clips
Presentation features may include:
Advanced software features may include: Designated time lines may include:
agenda slides presentation within a presentation - custom show organisational time line e.g. conference deadline timeline agreed with internal or external client timeline agreed with supervisor or person requiring
requirements presentation
Presentation materials may include:
handouts outlines overhead transparencies paper printouts of presentation/slide show speaker notes 35 mm slides world wide web documents
Storing presentations may include:
authorised access filing locations organisational policy for backing up files organisational policy for filing hard copies security storage in folders or sub-folders storage on disk drives, USB, CD-ROM, backup tapes, server
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 Context of and specific resources for assessment

creating at least two electronic presentations

access to an actual workplace or simulated environment access to office equipment and resources access to examples of electronic presentations and style
guides.
evidence and third party workplace reports of on-the-job performance by the candidate review of presentation materials demonstration of techniques oral or written questioning to assess knowledge of word processing software functions.
other business services units.
CUS09 Music (Version 1.1) BSBITU303A Design and produce text documents
BSBITU303A
Unit Descriptor
Design and produce text documents

This unit describes the performance outcomes, skills and knowledge required to design and develop predominantly text based documents using advanced features of word processing software. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who possess fundamental skills in computer operations and keyboarding, and basic skills in the operation of word processing software. They may work as individuals who provide administrative support within an enterprise, or may be technical/knowledge experts responsible for production of their own word processed documents.
No sector assigned
Unit Sector
ELEMENT 1. Prepare to produce word processed documents
Use safe work practices to ensure ergonomic, work organisation, energy and resource conservation requirements are addressed Identify document purpose, audience and presentation requirements, and clarify with relevant personnel as required Identify organisational and task requirements for text-based business documents to ensure consistency of style and image Design document structure and layout to suit purpose, audience and information requirements of the task Design document to enhance readability and appearance, and to meet organisational and task requirements for style and layout Use style sheets and automatic functions to ensure consistency of design and layout Insert a standard table into a document, changing cells to meet information requirements Insert and delete columns and rows as necessary Insert images and other data to meet required specifications
2. Design word processed documents
2.1 2.2 2.3
3. Add tables and other data
3.1 3.2 3.3
4. Produce text documents
4.1 4.2 4.3 4.4 4.5 4.6
Use advanced software functions to enable efficient production of documents Enter or import, and edit text and other data to meet required specifications Preview, adjust and print documents in accordance with organisational and task requirements Name and store text documents, in accordance with organisational requirements and exit the application without information loss/damage Prepare text documents within designated time lines and organisational requirements for speed and accuracy Use manuals, user documentation and online help to overcome problems with document design and production
Required skills communication skills to clarify requirements of documents editing and proofreading skills to check own work for accuracy against original keyboarding skills to enter text and numerical data literacy skills to read and understand the organisation's procedures, and to use models to produce a range of documents problem-solving skills to use processes flexibly and interchangeably.

Required knowledge
formatting styles and their impact on formatting, readability and appearance of organisational requirements for ergonomics, work periods and breaks, and conservation organisational style guide purposes, uses and functions of word processing software. 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.
documents techniques
Work organisation requirements may include: Energy and resource conservation requirements may include:
requirements)
brochures calendars faxes flyers forms mail merge documents, including labels memos multi-page letters promotional material reports schedules tables company colour scheme company logo consistent corporate image content restrictions established guidelines and procedures for document production house styles observing copyright legislation organisation name, time, date, document title, filename, etc. in header/footer templates balance diversity relative positioning of graphics and headings simplicity text flow typography
Design may include:
Structure and layout may include:
boxes colour columns drawing graphics headings letter and memo conventions page layout photographs typeface white space auto correct auto date auto format auto text default settings headers and footers page numbering styles table headings annotated references borders bullet/number lists captions consistency with other business documents footnotes/endnotes indentations page numbers spacings typeface styles and point size clip art data from other software applications digital photographs files graphics quotes references scanned photographs and logos tables, graphs and charts
Automatic functions may include:
Consistency of design and layout may include:
Data may include:
Advanced software functions may include:
alternate headers and footers drawing tools graphics tools importing data/objects/pictures mail merge newspaper columns sections sort styles tables templates print merge print to file with comments with drawing objects with field codes with hidden text
authorised access file names according to organisational procedure e.g.
numbers rather than names file names which are easily identifiable in relation to the content file/directory names which identify the operator, author, section, date filing locations organisational policy for backing up files, storage in folders/sub-folders organisational policy for filing hard copies of documents security/password protection storage on hard/floppy disk drives, CD-ROM, tape back-up
organisational time line e.g. deadline requirements time line agreed with internal/external client time line agreed with supervisor/person requiring
document

applying document design principles knowledge of organisation's style guide production of a minimum of three text documents using
advanced software functions.

access to an actual workplace or simulated environment access to office equipment and resources access to examples of text documents and style guides.
demonstration of techniques direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of word processing software functions review of text documents.
BSBWRT301A Write simple documents general administration units other IT use units.
CUS09 Music (Version 1.1) BSBITU304A Produce spreadsheets
BSBITU304A
Unit Descriptor
Produce spreadsheets
This unit describes the performance outcomes, skills and knowledge required to develop spreadsheets through the use of spreadsheet software. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals employed in a range of environments who require skills in the creation of spreadsheets that encompass formatting, formulae and charts. They tend to be personally responsible for designing and working with spreadsheets under minimal supervision.
No sector assigned
Unit Sector
Adhere to ergonomic, work organisation and occupational health and safety requirements Use energy and resource conservation techniques to minimise wastage Identify spreadsheet task requirements in relation to data entry, storage, output and presentation Ensure spreadsheet design suits the purpose, audience and information requirements of the task Ensure spreadsheet design enhances readability and appearance, and meets organisational and task requirements for style and layout Use style sheets and automatic functions to ensure consistency of design and layout Ensure data is entered, checked and amended to maintain consistency of design and layout, in accordance with organisational and task requirements Format spreadsheet using software functions to adjust page and cell layout to meet information requirements, in accordance with organisational style and presentation requirements Ensure formulae are tested and used to confirm output meets task requirements, in consultation with appropriate personnel as required Use manuals, user documentation and online help to overcome problems with spreadsheet design and production Select chart type and design that enables valid representation of numerical data, and meets organisational and task requirements Create charts using appropriate data range in the spreadsheet Modify chart type and layout using formatting features
2. Plan spreadsheet design
2.1 2.2 2.3
3. Create spreadsheet
3.1 3.2
3.3 3.4
4. Produce simple charts
4.1 4.2 4.3
5. Finalise spreadsheets
5.1 5.2 5.3
Preview, adjust and print spreadsheet and any accompanying charts, in accordance with task requirements Ensure data input meets designated time lines and organisational requirements for speed and accuracy Name and store spreadsheet in accordance with organisational requirements and exit the application without data loss/damage
Required skills communication skills to clarify requirements of spreadsheet editing and proofreading skills to check own work for accuracy against original keyboarding skills to enter text and numerical data literacy skills to read and understand organisational procedures, and to use basic models to produce a range of spreadsheets mathematical and statistical skills to use spreadsheet functions such as sum, counts and averages.

Required knowledge
formatting requirements of workplace documents organisational guidelines on spreadsheet design and use organisational requirements for ergonomic standards, work periods and breaks, and
conservation techniques.
Work organisation requirements may include:
exercise breaks mix of repetitive and other activities rest periods
Occupational health and safety requirements may include:
inspections organisational procedures regarding incidents, accidents, workplace meetings workplace safety procedures other consultative activities double-sided paper use recycling used and shredded paper re-using paper for rough drafts (observing confidentiality utilising power-save options for equipment
fire and emergencies
Conservation techniques may include:
requirements)
Spreadsheet design may include:
appropriateness to required tasks basic analysis charts formatting and reformatting formulae functions headers and footers headings headings and labels identification and parameters import and export of data labels macros multi-page documents split screen operation auto date auto correct auto format auto text default settings headers and footers page numbering styles table headings borders bullet/number lists captions consistency with other business documents page numbers spacings typeface styles and point size
Automatic functions may include:
Data may include:
numbers text
Checking data may include:
accuracy of data accuracy of formulae with calculator ensuring instructions with regard to content and format
have been followed proofreading spelling, electronically and manually Formatting may include:

alignment on page efficiency of formulae enhancements to format - borders, patterns and colours enhancements to text headers/footers use of absolute and relative cell addresses use of cell addresses in formulae adding/deleting columns/rows formatting cells formatting text headers/footers sizing columns/rows using macros utilising shortcuts average division multiplication percentage subtraction sum combinations of above charts entire workbooks selected data within a worksheet worksheets
Formulae may include:
organisational time line e.g. financial requirements time line agreed with internal/external client time line agreed with supervisor/person requiring
spreadsheet
Naming and storing spreadsheet may include:
authorised access file naming conventions filing locations organisational policy for backing up files organisational policy for filing hard copies of spreadsheets security storage in electronic folders/sub-folders storage on CD-ROM, USB, tape back-up, server


designing spreadsheets that address a range of data and using software functions, graphics and support materials knowledge of formatting requirements of workplace
organisational requirements to create spreadsheets documents.

access to office equipment and resources access to samples of data for inclusion in spreadsheets.
evidence and third party workplace reports of on-the-job performance by the candidate review of energy and resource conservation techniques used to minimise wastage demonstration of techniques oral or written questioning to assess knowledge of spreadsheet software functions review of spreadsheets produced.
other IT use units.
CUS09 Music (Version 1.1) BSBITU306A Design and produce business documents
BSBITU306A
Unit Descriptor
Design and produce business documents

This unit describes the performance outcomes, skills and knowledge required to design and produce various business documents and publications. It includes selecting and using a range of functions on a variety of computer applications. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who possess fundamental skills in computer operations and keyboarding. They may exercise discretion and judgement using appropriate theoretical knowledge of document design and production to provide technical advice and support to a team.
No sector assigned
Unit Sector
Select and use appropriate technology and software applications to produce required business documents Select layout and style of publication according to information and organisational requirements Ensure document design is consistent with company and/or client requirements, using basic design principles Discuss and clarify format and style with person requesting document/publication Identify, open and generate files and records according to task and organisational requirements Design document to ensure efficient entry of information and to maximise the presentation and appearance of information Use a range of functions to ensure consistency of design and layout Operate input devices within designated requirements Complete document production within designated time lines according to organisational requirements Check document produced to ensure it meets task requirements for style and layout Store document appropriately and save document to avoid loss of data Use manuals, training booklets and/or help-desks to overcome basic difficulties with document design and production
2. Design document
2.1 2.2 2.3 2.4
3. Produce document
3.1 3.2 3.3 3.4
4. Finalise document
4.1 4.2 4.3 4.4
Proofread document for readability, accuracy and consistency in language, style and layout prior to final output Make any modifications to document to meet requirements Name and store document in accordance with organisational requirements and exit the application without data/loss damage Print and present document according to requirements
Required skills
keyboarding and computer skills to complete a range of formatting and layout tasks literacy skills to read and understand a variety of texts; to prepare general information
and papers according to target audience; and to edit and proofread documents to ensure clarity of meaning and conformity to organisational requirements numeracy skills to access and retrieve data problem-solving skills to determine document design and production processes. Required knowledge

appropriate technology for production requirements functions and features of contemporary computer applications organisational policies, plans and procedures organisational requirements for document design e.g. style guide.
computers photocopiers printers scanners accounting packages database packages presentation packages spreadsheet packages word processing packages
Business documents may include:
accounts statements client databases newsletters project reviews proposals reports web pages
budgets correctly identifying and opening files legal and organisational policies, guidelines and
requirements locating data log-on procedures manufacturers' guidelines occupational health and safety policies, procedures and programs quality assurance and/or procedures manuals saving and closing files security storing data alternating headers and footers editing merging documents spell checking table formatting using columns using styles keyboard mouse numerical key pad scanner
Input devices may include:
Naming documents may include:
appropriate file type authorised access file names according to organisational procedure e.g. file names which are easily identifiable in relation to the file/directory names which identify the operator, author,
section, date etc. filing locations organisational policy for backing up files organisational policy for filing hard copies of documents security
Storing documents may include:
storage in directories and sub-directories storage on CD-ROMs, disk drives or back-up systems storing/filing hard copies of computer generated
documents storing/filing hard copies of incoming and outgoing facsimiles storing/filing incoming and outgoing correspondence

designing and producing a minimum of 3 completed
business documents, using at least 2 software applications in the production of each document using appropriate data storage options knowledge of the functions and features of contemporary computer applications. Assessment must ensure:
access to an actual workplace or simulated environment access to office equipment and resources access to examples of style guides and organisational
procedures.
evidence and third party workplace reports of on-the-job performance by the candidate review of final printed documents demonstration of techniques observation of presentations oral or written questioning to assess knowledge of software applications.
CUS09 Music (Version 1.1) BSBITU309A Produce desktop published documents
BSBITU309A
Unit Descriptor
Produce desktop published documents

This unit describes the performance outcomes, skills and knowledge required to design and produce desktop published documents. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who work in a range of environments and require skills in desktop publishing. They may work as individuals providing administrative support within an enterprise, or may be technical or knowledge experts responsible for the production of their own documents.
No sector assigned
Unit Sector
ELEMENT 1. Prepare to produce desktop published documents
Use safe work practices including addressing ergonomic requirements and using work organisation strategies Use energy and resource conservation techniques Identify document purpose, audience and presentation requirements, and clarify with relevant personnel as required Identify organisational and task requirements for desktop published documents to ensure consistency of style and image Design content structure and layout to ensure information and graphics are arranged according to related topics and logical sequences Select appropriate formatting and create templates or master pages to ensure consistency of design and layout Confirm layout with appropriate person Prepare, format and enter required text Import text from other applications and resolve any formatting issues Scan or import graphics from other applications and resolve any formatting issues Arrange text and graphics according to organisational and task requirements
2. Set up desktop published document
2.1 2.2 2.3
3. Create desktop published document
3.1 3.2 3.3 3.4
4. Finalise desktop published 4.1 document 4.2 4.3 4.4 4.5 4.6
Review text for possible errors and omissions, and resolve any issues Check page order, structure and linkages Produce completed document in required format Name and store text documents, in accordance with organisational requirements and exit the application without information loss/damage Prepare text documents within designated time lines and organisational requirements for speed and accuracy Use manuals, user documentation and online help to overcome problems with document design and production
Required skills
communication skills to clarify requirements of documents culturally appropriate communication skills to relate to people from diverse backgrounds editing and proofreading skills to check own work for accuracy against original keyboarding skills to enter text and numerical data literacy skills to read and understand the organisation's procedures and to use models or problem-solving skills to edit documents and to resolve issues of consistency of design.
exemplars to produce a range of documents
Required knowledge

energy and resource conservation techniques organisational requirements for ergonomics, work periods and breaks organisational style guides purposes, uses and functions of desktop publishing software styles and their effect on formatting, readability and appearance of document.
exercise breaks mix of repetitive and other activities rest periods double-sided paper use recycling used and shredded paper re-using paper for rough drafts (observing confidentiality utilising power-save options for equipment
requirements)
brochures calendars faxes flyers forms mail merge documents, including labels memos multi-page letters promotional material reports schedules tables company colour scheme company logo consistent corporate image content restrictions established guidelines and procedures for document production house styles observing copyright legislation organisation name, time, date, document title, filename or other fields in headers and footers templates balance diversity relative positioning of graphics, headings and white space simplicity text flow typography
Design may include:
boxes colour columns drawing graphics headings letter and memo conventions page layout photographs typeface white space annotated references borders bulleted and numbered lists captions consistency with other business documents footnotes and endnotes indentations page numbers spacings font styles and point size
authorised access file and folder names which identify requirements such as filing locations file names according to organisational procedure file names which are easily identifiable in relation to the
the operator, author, section or date
content organisational policy for backing up files storage in folders and sub-folders organisational policy for filing hard copies of documents security and password protection storage on disk drives, USBs, CD-ROM, tape back-up to server
time line agreed with internal or external client time line agreed with supervisor or person requiring organisational time line e.g. deadline requirements
document
Critical aspects for assessment and evidence required to demonstrate competency in this unit Context of and specific resources for assessment

knowledge of document design and layout principles producing desktop published documents.

access to office equipment and resources in a workplace access to samples of relevant workplace desktop
or simulated environment published documents.
evidence and third party workplace reports of on-the-job performance by the candidate review of desktop published documents demonstration of techniques oral or written questioning to assess knowledge of desktop publishing software functions.
CUS09 Music (Version 1.1) BSBITU401A Design and develop complex text documents
BSBITU401A
Unit Descriptor
Design and develop complex text documents

This unit describes the performance outcomes, skills and knowledge required to design and develop business documents using complex technical features of word processing software. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who work in a range of business environments and are skilled in the creation of complex documents using word processing software. These skills may be applied in the provision of administrative support within an enterprise, or by technical/knowledge experts responsible for producing their own word processed documents.
No sector assigned
Unit Sector
ELEMENT 1. Prepare to produce word processed documents
Use safe work practices to ensure ergonomic, work organisation, energy and resource conservation requirements are addressed Identify document purpose, audience and presentation requirements, and clarify with relevant personnel as required Identify organisational requirements for text-based business documents to ensure consistency of style and image Evaluate complex technical functions of the software for their usefulness in fulfilling the requirements of the task Match document requirements with software functions to provide efficient production of documents Design document structure and layout to suit purpose, audience and information requirements of the task Design document to enhance readability and appearance, and to meet organisational and task requirements for style and layout Use complex software functions to enable efficient manipulation of information and other material, and ensure consistency of design and layout Use manuals, user documentation and online help to overcome problems with document design and production Insert a standard table into document, changing cells to meet information requirements Format rows and columns as required Insert images and other data, formatting as required
2. Design complex documents
2.1 2.2 2.3 2.4
3. Add complex tables and other data
3.1 3.2 3.3
4. Produce documents
4.1 4.2 4.3 4.4
Use complex operations in the development of documents, to achieve required results Preview, adjust and print documents in accordance with organisational and task requirements Name and store documents in accordance with organisational requirements and exit the application without information loss/damage Prepare documents within designated time lines and organisational requirements for speed and accuracy
Required skills
communication skills to clarify requirements of documents keyboarding skills to enter text and numerical data literacy skills to edit and proofread documents, creating documents with a complex,
organised structure of linked paragraphs which use simple and complex syntactic structure numeracy skills to collate and present data, graphs and annotated references problem-solving skills to use processes flexibly and interchangeably. Required knowledge
formatting styles and their effect on formatting, readability and appearance of documents organisational requirements for ergonomics, work periods and breaks, and conservation organisational style guide. 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.
techniques
avoiding radiation from computer screens chair height, seat and back adjustment document holder footrest keyboard and mouse position lighting noise minimisation posture screen position workstation height and layout equipment that is reasonably adjusted to meet personal needs, in appropriate circumstances
Work organisation requirements may include: Energy and resource conservation requirements may include:
requirements)
Comple x documents may include:
call outs captions concordance files different odd and even pages document protection drawing forms with fields hyperlinks linked and/or embedded objects long documents mail merge data documents master documents MS WordArt multiple headers and footers multiple sections multiple users primary mail merge documents subdocuments templates company colour scheme company logo consistent corporate image content restrictions established guidelines and procedures for document production house styles observing copyright legislation organisation name, time, date, document title, filename, etc. in header/footer templates
Complex technical functions may include:
alignment data transfer display features embedding exporting fields form fields formulae importing index linking macros merge criteria page and section breaks sort criteria style sheets table of contents templates balance diversity relative positioning of graphics and headings simplicity text flow typography boxes colour columns drawing graphics headings letter and memo conventions page layout photographs typeface white space annotated references borders bullet/number lists captions consistency with other business documents footnotes/endnotes indentations page numbers spacings typeface styles and point size
Design choices may include:
Formatting rows and column may include:
auto distribute fills/shading lines and borders merge cells sorting contents split cell text direction clip art data from other software applications digital photographs files graphics quotes references scanned photographs and logos tables, graphs and charts colour cropping layout position in relation to other text size print merge print to file to fit specific number of pages with comments with drawing objects with field codes with hidden text
Other data may include:
Formatting of other data may include:
authorised access file names according to organisational procedure e.g. file names which are easily identifiable in relation to the file/directory names which identify the operator, author,
section, date etc. filing locations organisational policy for backing up files organisational policy for filing hard copies of documents security storage in folders/sub-folders storage on hard/floppy disk drives, CD-ROM, tape back-up
time line agreed with internal/external client time line agreed with supervisor/person requiring organisational time line e.g. deadline requirements
spreadsheet

production of text documents using advanced software application of document design principles.
functions

access to an actual workplace or simulated environment access to office equipment and resources access to examples of complex text documents and style
guides.
evidence and third party workplace reports of on-the-job performance by the candidate review of documents with complex design demonstration of techniques oral or written questioning to assess knowledge of word processing software functions.
BSBWRT401A Write complex documents.
CUS09 Music (Version 1.1) BSBITU402A Develop and use complex spreadsheets
BSBITU402A
Unit Descriptor
Develop and use complex spreadsheets

This unit describes the performance outcomes, skills and knowledge required to use spreadsheet software to complete business tasks and to produce complex documents. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals employed in a range of work environments who require skills in the creation of complex spreadsheets to store and retrieve data. They may work as individuals providing administrative support within an enterprise, or may be independently responsible for designing and working with spreadsheets relevant to their own work roles.
No sector assigned
Unit Sector
ELEMENT 1. Prepare to develop spreadsheet
Organise personal work environment in accordance with ergonomic requirements Analyse task and determine specifications for spreadsheets Identify organisational and task requirements in relation to data entry, storage, output, reporting and presentation requirements Apply work organisation strategies and energy and resource conservation techniques to plan work activities Utilise spreadsheet design software functions and formulae to meet identified requirements Link spreadsheets in accordance with software procedures Format cells and use data attributes assigned with relative and/or absolute cell references, in accordance with the task specifications Test formulae to confirm output meets task requirements Evaluate tasks to identify those where automation would increase efficiency Create, use and edit macros to fulfil the requirements of the task and automate spreadsheet operation Develop, edit and use templates to ensure consistency of design and layout for forms and reports, in accordance with organisational requirements
2. Develop a linked spreadsheet solution
2.1 2.2 2.3 2.4
3. Automate and standardise spreadsheet operation
3.1 3.2 3.3
4. Use spreadsheets
4.1 4.2 4.3 4.4 4.5
Enter, check and amend data in accordance with organisational and task requirements Import and export data between compatible spreadsheets and adjust host documents, in accordance with software and system procedures Use manuals, user documentation and online help to overcome problems with spreadsheet design and production Preview, adjust and print spreadsheet in accordance with organisational and task requirements Name and store spreadsheet in accordance with organisational requirements and exit the application without data loss or damage Determine style of graph to meet specified requirements and manipulate spreadsheet data if necessary to suit graph requirements Create graphs with labels and titles from numerical data contained in a spreadsheet file Save, view and print graph within designated time lines
5. Represent numerical data in graphic form
5.1 5.2 5.3
Required skills
literacy skills to interpret and evaluate the purposes and uses of various features of
proofreading and editing skills to check for accuracy and consistency of information by
spreadsheets and to use a variety of strategies for planning and reviewing own work
consulting additional resources numeracy skills to collate and present data, graphs and related references. Required knowledge
advanced functions of spreadsheet software applications impact of formatting and design on the presentation and readability of data key provisions of relevant legislation from all forms of government, standards and codes
that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety organisational policies and procedures.
requirements)
Spreadsheet design may include:
analysis appropriateness avoidance of blank rows and columns embedding cell references in formulae formulae formatting and reformatting functions headers and footers headings headings and labels identification and parameters import and export of data labels linked formulae multi-page documents pivot tables relative and absolute cell references split screen operation
basic financial functions (if available) date functions logical functions (lookup, if, choose, true, false,
conditions) mathematical functions (square root, integer, absolute value, round) simple nested functions statistical functions (standard deviation, count, maximum, minimum) Formulae may include:

addition average comparison division exponentiation multiplication percentage subtraction combinations of above
Macros may include: Templates may include:
printing sections of a spreadsheet
font types and sizes forms headers and footers headings page formats reports
Importing and exporting data may include:
proofreading reformatting split screen (if available)
charts entire workbooks selected data within a worksheet worksheets
Naming and storing spreadsheets may include:
authorised access file naming conventions filing locations organisational policy for backing up files organisational policy for filing hard copies of spreadsheets security storage in folders and sub-folders storage on disk drives, CD-ROM, USB, tape back-up, server
Graphs may include:
bar line pie scatter stack 3D data range keys and legends labels and titles naming sizing (if possible) using graph menu X and Y axis
Creating graphs may include:

developing complex spreadsheets developing graphical representations of data contained in
spreadsheets.

access to office equipment and software access to samples of data for inclusion in spreadsheets.
evidence and third party workplace reports of on-the-job performance by the candidate review of authenticated documents from the workplace or training environment demonstration of techniques.
administration units other information and communications technology units.
CUS09 Music (Version 1.1) BSBITU404A Produce complex desktop published documents
BSBITU404A
Unit Descriptor
Produce complex desktop published documents

This unit describes the performance outcomes, skills and knowledge required to design and produce complex desktop published documents. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals employed in a range of work environments who require well developed skills in desktop publishing. They may be individuals providing administrative support within an enterprise, or others responsible for the production of their own documents.
No sector assigned
Unit Sector
ELEMENT 1. Prepare to produce desktop published documents
Use safe work practices including addressing ergonomic requirements and using work organisation strategies Use energy and resource conservation techniques Identify document purpose, audience, presentation and final output requirements, and clarify with relevant personnel as required Identify organisational and task requirements for desktop published documents to ensure consistency of style and image Design document to enhance readability and appearance, according to organisational and task requirements Determine document type and assess production and design requirements Set up and use master pages, templates and styles to ensure consistency of design and layout Set up colour palettes according to organisational and task requirements Prepare, format and enter required text Import text from other applications and resolve any formatting issues Scan or import graphics from other applications and resolve any formatting issues Use complex software functions to arrange text and graphics on page, according to organisational and task requirements
2. Design desktop published documents
2.1 2.2 2.3 2.4
3. Create desktop published documents
3.1 3.2 3.3 3.4
4. Finalise desktop published 4.1 documents 4.2 4.3 5. Produce desktop published documents 5.1 5.2 5.3 5.4 5.5
Ensure pages. and combined graphics and text are composed correctly, to suit organisational and task requirements Check that numerical sequencing and laydown of document is correct, to meet binding and finishing requirements Incorporate bleed allowance in margins and borders Review text for possible errors and omissions, and resolve any issues Produce completed document in line with required final output Name and store text documents, in accordance with organisational requirements and exit the application without information loss/damage Prepare text documents within designated time lines and organisational requirements for speed and accuracy Use manuals, user documentation and online help to overcome problems with document design and production
Required skills
communication skills to clarify requirements of documents culturally appropriate communication skills to relate to people from diverse backgrounds editing and proofreading skills to check own work for accuracy against original keyboarding skills to enter text and numerical data literacy skills to read and understand organisation's procedures and to use models or problem-solving skills to edit documents and to resolve issues of consistency of design.
exemplars to produce a range of documents
Required knowledge
formatting styles and their effect on formatting, readability and appearance of documents organisational requirements for ergonomics, work periods and breaks, and energy and purposes, uses and functions of desktop publishing software organisational style guide.
resource conservation techniques
exercise breaks mix of repetitive and other activities rest periods double-sided paper use recycling used and shredded paper re-using paper for rough drafts (observing confidentiality utilising power-save options for equipment
requirements)
Document purpose may include using:
call outs captions concordance files different odd and even pages document protection drawing forms with fields hyperlinks long documents linked or embedded objects mail merge data documents master documents MS WordArt multiple headers and footers multiple sections multiple users primary mail merge documents subdocuments templates
Final output may include:
electronic publishing printed document professionally printed document web services company colour scheme company logo consistent corporate image content restrictions established guidelines and procedures for document production house styles master pages observing copyright legislation organisation name, time, date, document title, filename or other fields in headers or footers sheet size style sheets templates balance boxes colour columns diversity drawing graphics headings letter and memo conventions page layout photographs relative positioning of graphics and headings simplicity text flow typeface typography white space annotated references borders bullet/ number lists captions consistency with other business documents footnotes and endnotes indentations kerning and leading page numbers spacings typeface styles and point size
Design may include:
Consistency of design may include:
Complex software functions may include:
data transfer display features embedding exporting fields form fields formulae importing index linking macros merge criteria sort criteria table of contents templates
Naming and storing text documents may include:
authorised access file or folder names which identify the operator, author, filing locations file names according to organisational procedure file names which are easily identifiable in relation to the organisational policy for backing up files storage in folders
section, date
content
and sub-folders organisational policy for filing hard copies of documents security and password protection storage on disk drives, CD-ROM, USBs, tape or server back-up Designated time lines may include:
time line agreed with interna or external client time line agreed with supervisor or person requiring organisational time line e.g. deadline requirements
document

applying document design and layout principles producing complex desktop published documents.

access to office equipment and resources access to samples of desktop published documents.
evidence and third party workplace reports of on-the-job performance by the candidate review of authenticated documents from the workplace or training environment demonstration of techniques in a workplace or simulated environment oral or written questioning to assess knowledge of desktop publishing software functions.
other information and communications technology units.
CUS09 Music (Version 1.1) BSBLED101A Plan skills development
BSBLED101A
Unit Descriptor
Plan skills development

This unit describes the performance outcomes, skills and knowledge required to identify and document current skills and to plan future skills development under the guidance of an appropriate adviser. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals developing basic skills and knowledge of career planning and skills development in preparation for working in a broad range of settings.
No sector assigned
Unit Sector
ELEMENT 1. Seek advice on future career directions
Identify possible career directions in industry or organisation Identify and prioritise personal work goals Discuss future work/career directions with appropriate people and identify additional skills requirements Take into account personal values and attitudes regarding work and business, in planning future work/career directions Identify additional skills required and determine appropriate method/s to acquire these skills Identify work, life and study experiences relating to business Assess current skills, knowledge and attitudes against a checklist of relevant competencies Discuss results of self-assessment with trainer or assessor Identify further skills development needs Identify and discuss types of evidence required Develop a clear understanding of the purpose of evidence Collect examples of evidence for portfolio Complete application for recognition of current competency and/or personal resume with assistance from assessor
2. Conduct self assessment of skills
2.1 2.2 2.3 2.4
3. Prepare portfolio of evidence
3.1 3.2 3.3 3.4
Required skills
literacy and communication skills to access information to identify career options and problem-solving skills to solve routine problems related to the workplace, under direct technology skills to use business equipment, under direction.
personal work goals, and to draft a portfolio of evidence supervision
Required knowledge
importance of skills development in career planning terms sources of advice on career planning and skill development types of evidence and ways of creating portfolios of evidence. 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.
Appropriate people may include
assessors colleagues mentors supervisors trainers attendance at workshop or demonstration formal course participation on-the-job coaching or mentoring work experience family responsibilities study including formal or informal learning volunteer or recreational experience work experience
Method/s to acquire additional skills may include:
Experiences relating to business may include:
Checklist may include:
personal skills and attributes practical skills strengths and weaknesses
Relevant competencies may include:
academic results interpersonal skills organisation skills personal attributes personal skills e.g. demonstrated leadership, team work practical skills directly related to a workplace
Types of evidence may include:
academic results including informal studies personal interests and experiences previous employment recreational experiences volunteer work work experience assessment of current competencies building a picture of personal attributes documentation of competencies relevant to the workplace identification of areas for further skill development identification of strengths and weaknesses
Purpose of evidence may include:
Personal resume may include:
contact details education and extra curricular activities past employment and/or volunteer work personal attributes, skills, strengths professional development i.e. formal or informal courses undertaken work experience work related or personal references

documentation of personal strengths and areas for future documentation of proposed career plan evidence of current competencies knowledge of the importance of skills development in
skill development
career planning terms.

access to an actual workplace or simulated environment access to office equipment and resources examples of resumes and career planning resources.
evidence and third party workplace reports of on-the-job performance by the candidate review of prioritisation of personal work goals analysis of responses to case studies and scenarios observation of presentations oral or written questioning to assess knowledge of types of evidence and ways of creating portfolios of evidence review of documentation identifying further skills development needs analysis of portfolio.
other learning and development units.
CUS09 Music (Version 1.1) BSBLED401A Develop teams and individuals
BSBLED401A
Unit Descriptor
Develop teams and individuals

This unit describes the performance outcomes, skills and knowledge required to determine individual and team development needs and to facilitate the development of the workgroup. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals with a broad knowledge of learning and development who apply their skills in addressing development needs to meet team objectives. They may have responsibility to provide guidance or to delegate aspects of tasks to others.
No sector assigned
Unit Sector
ELEMENT 1. Determine development needs
Systematically identify and implement learning and development needs in line with organisational requirements Ensure that a learning plan to meet individual and group training and development needs is collaboratively developed, agreed to and implemented Encourage individuals to self-evaluate performance and identify areas for improvement Collect feedback on performance of team members from relevant sources and compare with established team learning needs Identify learning and development program goals and objectives, ensuring a match to the specific knowledge and skill requirements of competency standards relevant to the industry Ensure that learning delivery methods are appropriate to the learning goals, the learning style of participants, and availability of equipment and resources Provide workplace learning opportunities, and coaching and mentoring assistance to facilitate individual and team achievement of competencies Create development opportunities that incorporates a range of activities and support materials appropriate to the achievement of identified competencies Identify and approve resources and time lines required for learning activities in accordance with organisational requirements
2. Develop individuals and teams
2.1
2.2 2.3 2.4 2.5
3. Monitor and evaluate workplace learning
3.1 3.2
3.3 3.4
Use feedback from individuals or teams to identify and implement improvements in future learning arrangements Assess and record outcomes and performance of individuals/teams to determine the effectiveness of development programs and the extent of additional development support Negotiate modifications to learning plans to improve the efficiency and effectiveness of learning Document and maintain records and reports of competency according to organisational requirements
Required skills
communication skills to receive and report on feedback, to maintain effective culturally appropriate communication skills to relate to people from diverse backgrounds leadership skills to gain trust and confidence of clients and colleagues literacy skills to read, write and understand a variety of texts; and to edit and proofread negotiation skills to achieve mutually acceptable outcomes technology skills to support effective communication and presentation.
relationships and to manage conflict and people with diverse abilities
documents to ensure clarity of meaning, accuracy and consistency of information
Required knowledge
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) facilitation techniques to encourage team development and improvement organisational policies, plans and procedures career paths and competency standards relevant to the industry.
Learning and development needs may include:
career planning/development coaching, mentoring and/or supervision formal/informal learning programs internal/external training provision performance appraisals personal study recognition of current competence/skills recognition work experience/exchange/opportunities workplace skills assessment
access and equity principles and practices anti-discrimination and related policy business and performance plans confidentiality and security requirements defined resource parameters ethical standards goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements OHS policies, procedures and programs quality and continuous improvement processes and standards quality assurance and/or procedures manuals

Feedback on performance may include:
formal/informal performance appraisals obtaining feedback from clients obtaining feedback from supervisors and colleagues personal, reflective behaviour strategies routine organisational methods for monitoring service delivery conference and seminar attendance formal course participation induction involvement in professional networks on-the-job coaching or mentoring presentations/demonstrations problem-solving work experience
Learning delivery methods may include:
Equipment and resources may include:
facilities funding guest speakers technological tools and equipment time training equipment such as whiteboards and audio-visual equipment
Coaching and mentoring assistance may include:
fair and ethical practice non-discriminatory processes and activities presenting and promoting a positive image of the
collective group problem-solving providing encouragement providing feedback to another team member respecting the contribution of all participants and giving credit for achievements

identifying and implementing learning opportunities for giving and receiving feedback from team members to
others
encourage participation in and effectiveness of team creating learning plans to match skill needs knowledge of relevant legislation.

access to an actual workplace or simulated environment access to office equipment and resources examples of learning and development plans, policies examples of documents relating to diversity policies and
and procedures procedures.
evidence and third party workplace reports of on-the-job performance by the candidate analysis of responses to case studies and scenarios oral or written questioning to assess knowledge of career paths and competency standards relevant to the industry review of records and reports of competency.
management units other learning and development units.
CUS09 Music (Version 1.1) BSBMGT402A Implement operational plan
BSBMGT402A
Unit Descriptor
Implement operational plan

This unit describes the performance outcomes, skills and knowledge required to implement the operational plan by monitoring and adjusting operational performance, producing short term plans for the department/section, planning and acquiring resources and providing reports on performance as required. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Frontline managers are actively engaged in planning activities to achieve the measurable, stated objectives of the team and the organisation. This key role is carried out to provide safe, efficient and effective products and services to customer satisfaction within the organisation's productivity and profitability plans. At this level, work will normally be carried out within routine and non routine methods and procedures, which require planning, evaluation, leadership and guidance of others.
Unit Sector
No sector assigned
ELEMENT 1. Implement operational plan
Collate, analyse and organise details of resource requirements in consultation with relevant personnel, colleagues and specialist resource managers Implement operational plans to contribute to the achievement of organisation's performance/business plan Identify and use key performance indicators (KPIs) to monitor operational performance Undertake contingency planning and consultation processes Provide assistance in the development and presentation of proposals for resource requirements in line with operational planning processes Recruit and induct employees within organisation's policies, practices and procedures Implement plans for acquisition of physical resources and services within organisation's policies, practices and procedures and in consultation with relevant personnel
2. Implement resource acquisition
2.1 2.2
3. Monitor operational performance
3.1 3.2 3.3 3.4 3.5 3.6
Monitor performance systems and processes to assess progress in achieving profit/productivity plans and targets Analyse and use budget and actual financial information to monitor profit/productivity performance Identify unsatisfactory performance and take prompt action to rectify the situation according to organisational policies Provide mentoring, coaching and supervision to support individuals and teams to use resources effectively, economically and safely Present recommendations for variation to operational plans to the designated persons/groups and gain approval Implement systems, procedures and records associated with performance in accordance with organisation's requirements
Required skills
coaching and mentoring skills to provide support to colleagues literacy skills to access and use workplace information, and to prepare reports planning and organising skills to monitor performance and to sequence work of self and
others to achieve planned outcomes.
Required knowledge
principles and techniques associated with: contingency planning methods for monitoring and reporting on performance monitoring and implementing operations and procedures problem identification and methods of resolution relevant budgeting and financial analysis, interpretation and reporting requirements resource management systems at the tactical implementation level resource planning and acquisition tactical risk analysis including identification and reporting requirements. 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.
Resource requirements may refer to:
goods and services to be purchased and ordered human, physical and financial resources - both current
and projected stock requirements and requisitions
Relevant personnel, colleagues and specialist resource managers may include:
colleagues and specialist resource managers managers occupational health and safety committees and other
people with specialist responsibilities other employees people from a wide range of social, cultural and ethnic backgrounds, and people with a range of physical and mental abilities supervisors
organisational plans tactical plans developed by the department or section to
Operational plans may refer to:
detail product and service performance
Key performance indicators may refer to:
measures for monitoring or evaluating the efficiency or
effectiveness of a system, and which may be used to demonstrate accountability and to identify areas for improvements
Contingency planning may refer to:
contracting out or outsourcing human resources and diversification of outcomes finding cheaper or lower quality raw materials and increasing sales or production recycling and re-use rental, hire purchase or alternative means of procurement restructuring of organisation to reduce labour costs risk identification, assessment and management seeking further funding strategies for reducing costs, wastage, stock or succession planning
of required materials, equipment and stock processes
consumables
Consultation processes may refer to:
mechanisms used to provide feedback to the work team meetings, interviews, brainstorming sessions,
in relation to outcomes of consultation
email/intranet communications, newsletters or other processes and devices which ensure that all employees have the opportunity to contribute to team and individual operational plans
Organisation's policies, practices and procedures may include:
organisational culture Standard Operating Procedures organisational guidelines which govern and prescribe
operational functions, such as the acquisition and management of human and physical resources undocumented practices in line with organisational operations
Performance systems and processes may refer to:
informal systems used by frontline managers for the work formal processes within the organisation to measure
team in the place of existing organisation-wide systems performance, such as: feedback arrangements individual and teamwork plans KPIs specified work outcomes
Designated persons/groups may include:
other affected work groups or teams and groups
those who have the authority to make decisions and/or
designated in workplace policies and procedures
recommendations about operations such as workplace supervisors, other managers
Systems, procedures and records may include:
databases and other recording mechanisms for ensuring
records are kept in accordance with organisational requirements individual and team performance plans organisational policies and procedures relative to performance

ability to monitor and adjust operational performance,
produce short-term plans for the department or section, plan and acquire resources, and provide reports on performance as required knowledge of principles and techniques associated with monitoring and implementing operations and procedures.

evidence and third party workplace reports of on-the-job performance by the candidate review of documentation outlining contingency planning and consultation processes undertaken demonstration of techniques in managing performance evaluation of mentoring, coaching and supervision provided to support individuals and teams to use resources effectively, economically and safely.
other units from the Certificate IV in Frontline
Management.
CUS09 Music (Version 1.1) BSBMGT403A Implement continuous improvement
BSBMGT403A
Unit Descriptor
Implement continuous improvement

This unit describes the performance outcomes, skills and knowledge required to implement the organisation's continuous improvement systems and processes. Particular emphasis is on using systems and strategies to actively encourage the team to participate in the process, monitoring and reviewing performance, and identifying opportunities for further improvements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Frontline managers have an active role in implementing the continuous improvement process to achieve the organisation's objectives. Their position, closely associated with the creation and delivery of products and services, means that they have an important role in influencing the ongoing development of the organisation. At this level, work will normally be carried out within routine and non routine methods and procedures, which require planning and evaluation, and leadership and guidance of others.
Unit Sector
No sector assigned
ELEMENT 1. Implement continuous improvement systems and processes
1.2 1.3
Implement systems to ensure that individuals and teams are actively encouraged and supported to participate in decision making processes, assume responsibility and exercise initiative Communicate the organisation's continuous improvement processes to individuals and teams, and obtain feedback Ensure effective mentoring and coaching allows individuals and teams to implement the organisation's continuous improvement processes Use the organisation's systems and technology to monitor and review progress and to identify ways in which planning and operations could be improved Improve customer service through continuous improvement techniques and processes Formulate and communicate recommendations for adjustments to those who have a role in their development and implementation
2. Monitor and review performance
2.1 2.2 2.3
3. Provide opportunities for further improvement
3.1 3.2 3.3
Implement processes to ensure that team members are informed of savings and productivity/service improvements in achieving the business plan Document work performance to aid the identification of further opportunities for improvement Manage records, reports and recommendations for improvement within the organisation's systems and processes
Required skills
communication skills to: coach and mentor team members gain the commitment of individuals and teams to continuously improve innovation skills to design better ways of performing work.
Required knowledge
principles and techniques associated with: benchmarking best practice change management continuous improvement systems and processes quality systems. 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.
Systems may refer to:
forums, meetings newsletters and reports organisational policies and procedures web-based communication devices
Participation in decision making processes may include:
feedback in relation to outcomes of the consultative processes which ensures all employees have the
process
opportunity to contribute to organisational issues
Continuous improvement processes may include:
cyclical audits and reviews of workplace, team and evaluations and monitoring of effectiveness implementation of quality systems, such as International modifications and improvements to systems, processes, policies and procedures which allow the organisation to
Standardization for Organization (ISO) services and products
systematically review and improve the quality of its products, services and procedures seeking and considering feedback from a range of stakeholders Mentoring and coaching may refer to:
providing assistance with problem-solving providing feedback, support and encouragement teaching another member of the team, usually focusing
on a specific work task or skill
computerised systems and software such as databases, telecommunications devices any other technology used to carry out work roles and
project management and word processing responsibilities
Customer service may be: Processes to ensure that team members are informed of savings and productivity/service improvements may refer to:
internal or external to existing, new or potential clients email/intranet, newsletters or other communication newsletters and bulletins staff reward mechanisms team meetings
devices

taking active steps to implement, monitor and adjust supporting others to implement the continuous
plans, processes and procedures to improve performance
improvement system/processes, and to identify and report opportunities for further improvement knowledge of principles and techniques associated with continuous improvement systems and processes.

assessment of written reports direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to assess knowledge of principles and techniques associated with change management review of how the organisation's continuous improvement processes was communicated to individuals and teams review of documentation of work performance.
Management.
CUS09 Music (Version 1.1) BSBMGT502B Manage people performance
BSBMGT502B
Unit Descriptor
Manage people performance

This unit describes the performance outcomes, skills and knowledge required to manage the performance of staff who report to them directly. Development of key result areas and key performance indicators and standards, coupled with regular and timely coaching and feedback, provide the basis for performance management. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to all managers and team leaders who manage people. It covers work allocation and the methods to review performance, reward excellence and provide feedback where there is a need for improvement. The unit makes the link between performance management and performance development, and reinforces both functions as a key requirement for effective managers. This is a unit that all managers/prospective managers who have responsibility for other employees should strongly consider undertaking.
Unit Sector
No sector assigned
ELEMENT 1. Allocate work
Consult relevant groups and individuals on work to be allocated and resources available Develop work plans in accordance with operational plans Allocate work in a way that is efficient, cost effective and outcome focussed Confirm performance standards, Code of Conduct and work outputs with relevant teams and individuals Develop and agree performance indicators with relevant staff prior to commencement of work Conduct risk analysis in accordance with the organisational risk management plan and legal requirements Design performance management and review processes to ensure consistency with organisational objectives and policies Train participants in the performance management and review process Conduct performance management in accordance with organisational protocols and time lines Monitor and evaluate performance on a continuous basis
2. Assess performance
2.1 2.2 2.3 2.4
3. Provide feedback
3.1 3.2 3.3 3.4 3.5
Provide informal feedback to staff on a regular basis Advise relevant people where there is poor performance and take necessary actions Provide on-the-job coaching when necessary to improve performance and to confirm excellence in performance Document performance in accordance with the organisational performance management system Conduct formal structured feedback sessions as necessary and in accordance with organisational policy Write and agree performance improvement and development plans in accordance with organisational policies Seek assistance from human resources specialists where appropriate Reinforce excellence in performance through recognition and continuous feedback Monitor and coach individuals with poor performance Provide support services where necessary Counsel individuals who continue to perform below expectations and implement the disciplinary process if necessary Terminate staff in accordance with legal and organisational requirements where serious misconduct occurs or ongoing poor-performance continues
4. Manage follow up
4.1 4.2 4.3 4.4 4.5 4.6 4.7
Required skills
communication skills to articulate expected standards of performance, to provide risk management skills to analyse, identify and develop mitigation strategies for
effective feedback and to coach staff who need development
identified risks planning and organisation skills to ensure a planned and objective approach to the performance management system. Required knowledge
relevant legislation from all levels of government that affects business operation,
especially in regard to occupational health and safety and environmental issues, equal opportunity, industrial relations and anti-discrimination relevant awards and certified agreements performance measurement systems utilised within the organisation unlawful dismissal rules and due process staff development options and information.
Performance standards mean:
level of performance sought from an individual or group
which may be expressed either quantitatively or qualitatively
Code of Conduct means:
agreed (or decreed) set of rules relating to employee
behaviour/conduct with other employees or an agreed (or decreed) set of rules relating to employee behaviour/conduct with other employees or customers
Performance indicators mean: Risk analysis means:
measures against which performance outcomes are
gauged
determination of the likelihood of a negative event
preventing the organisation meeting its objectives and the likely consequences of such an event on organisational performance
Performance management means:
in accordance with relevant industrial agreements process or set of processes for establishing a shared
understanding of what an individual or group is to achieve, and managing and developing individuals in a way which increases the probability it will be achieved in both the short- and long-term
Excellence in performance means:
regularly and consistently exceeding the performance
targets established while meeting the organisation's performance standards
Termination means:
cessation of the contract of employment between an
employer and an employee, at the initiative of the employer within relevant industrial agreements

documented performance indicators and a critical
description and analysis of performance management system from the workplace techniques in providing feedback and coaching for improvement in performance knowledge of relevant awards and certified agreements. Assessment must ensure:
analysis of responses to case studies and scenarios assessment of written reports demonstration of techniques in providing feedback and direct questioning combined with review of portfolios of
coaching
evidence and third party workplace reports of on-the-job performance by the candidate review of work plans, performance indicators, risk analysis, performance management and review processes, performance improvement and development plans.
other management units.
CUS09 Music (Version 1.1) BSBMGT515A Manage operational plan
BSBMGT515A
Unit Descriptor
Manage operational plan

This unit describes the performance outcomes, skills and knowledge required to develop and monitor implementation of the operational plan to provide efficient and effective workplace practices within the organisation's productivity and profitability plans. Management at a strategic level requires systems and procedures to be developed and implemented to facilitate the organisation's operational plan. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to people who manage the work of others and operate within the parameters of a broader strategic and/or business plan. The task of the manager at this level is to develop and implement an operational plan to ensure that the objectives and strategies outlined in the strategic and/or business plan are met by work teams. However in some larger organisations operational plans may be developed by a strategic planning unit. At this level work will normally be carried out within complex and diverse methods and procedures, which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.
Unit Sector
No sector assigned
ELEMENT 1. Develop operational plan
1.2 1.3 1.4 1.5 1.6
Research, analyse and document resource requirements and develop an operational plan in consultation with relevant personnel, colleagues and specialist resource managers Develop and/or implement consultation processes as an integral part of the operational planning process Ensure details of the operational plan include the development of key performance indicators to measure organisational performance Develop and implement contingency plans at appropriate stages of operational planning Ensure the development and presentation of proposals for resource requirements is supported by a variety of information sources and seek specialist advice as required Obtain approval for plan from relevant parties and ensure understanding among work teams involved
2. Plan and manage resource acquisition
2.1
2.2
Develop and implement strategies to ensure that employees are recruited and/or inducted within the organisation's human resources management policies and practices Develop and implement strategies to ensure that physical resources and services are acquired in accordance with the organisation's policies, practices and procedures Develop, monitor and review performance systems and processes to assess progress in achieving profit and productivity plans and targets Analyse and interpret budget and actual financial information to monitor and review profit and productivity performance Identify areas of under performance, recommend solutions, and take prompt action to rectify the situation Plan and implement systems to ensure that mentoring and coaching are provided to support individuals and teams to effectively, economically and safely use resources Negotiate recommendations for variations to operational plans and gain approval from designated persons/groups Develop and implement systems to ensure that procedures and records associated with documenting performance are managed in accordance with organisational requirements
3. Monitor and review operational performance
3.1 3.2 3.3 3.4 3.5 3.6
Required skills
literacy skills to access and use workplace information and to write a succinct and technology skills to use software to produce and monitor the plan against performance planning and organisational skills coaching skills to work with people with poor performance numeracy skills to allocate and manage financial resources.
practical plan indicators
Required knowledge
models and methods for operational plans budgeting processes alternative approaches to improving resource usage and eliminating resource
inefficiencies and waste.
Resource requirements may include:
goods and services to be purchased and ordered human, physical and financial resources - both current stock requirements and requisitions
and projected
Relevant personnel, colleagues and specialist resource managers may include:
employees at the same level or more senior managers managers occupational health and safety committee/s and other supervisors union or employee representatives
people with specialist responsibilities
Consultation processes may refer to:
email/intranet communications, newsletters or other
processes and devices which ensure that all employees have the opportunity to contribute to team and individual operational plans mechanisms used to provide feedback to the work team in relation to outcomes of consultation meetings, interviews, brainstorming sessions

Operational plans may also be termed:
action plans annual plans management plans tactical plans
Key performance indicators may refer to:
measures for monitoring or evaluating the efficiency or
effectiveness of a system which may be used to demonstrate accountability and to identify areas for improvements
Contingency plans may include:
contracting out or outsourcing human resources and diversification of outcomes finding cheaper or lower quality raw materials and increasing sales or production recycling and re-using rental, hire purchase or alternative means of procurement restructuring of organisation to reduce labour costs risk identification, assessment and management
of required materials, equipment and stock
processes seeking further funding strategies for reducing costs, wastage, stock or consumables succession planning Organisation's policies, practices and procedures may include:
organisational culture organisational guidelines which govern and prescribe
operational functions, such as the acquisition and management of human and physical resources Standard Operating Procedures undocumented practices in line with organisational operations
Designated persons/groups may include:
groups designated in workplace policies and procedures managers or supervisors whose roles and responsibilities other stakeholders such as Board members other work groups or teams whose work will be affected
include decision making on operations by recommendations for variations

development of an operational plan with details of how it knowledge of models and methods for operational plans.
will be implemented and monitored

evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of budgeting processes review of operational plan, key performance indicators and contingency plans evaluation of employee recruitment and induction strategies evaluation of processes implemented to acquire physical resources and services.
CUS09 Music (Version 1.1) BSBMGT516A Facilitate continuous improvement
BSBMGT516A
Unit Descriptor
Facilitate continuous improvement

This unit describes the performance outcomes, skills and knowledge required to lead and manage continuous improvement systems and processes. Particular emphasis is on the development of systems and the analysis of information to monitor and adjust performance strategies, and to manage opportunities for further improvements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to managers who take an active role in managing the continuous improvement process in order to achieve the organisation's objectives. Particularly where managers are closely associated with the creation and delivery of products and services, they play an important part in influencing the ongoing development and betterment of the organisation. At this level, work will normally be carried out within complex and diverse methods and procedures which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.
Unit Sector
ELEMENT 1. Lead continuous improvement systems and processes
1.2 1.3
Develop strategies to ensure that team members are actively encouraged and supported to participate in decision making processes, and to assume responsibility and exercise initiative as appropriate Establish systems to ensure that the organisation's continuous improvement processes are communicated to all stakeholders Develop effective mentoring and coaching processes to ensure that individuals and teams are able to implement and support the organisation's continuous improvement processes Develop strategies to ensure that systems and processes are used to monitor operational progress and to identify ways in which planning and operations could be improved Adjust and communicate strategies to all stakeholders according to organisational procedures Establish processes to ensure that team members are informed of outcomes of continuous improvement efforts Ensure processes include documentation of work team performance to aid the identification of further opportunities for improvement Consider areas identified for further improvement when undertaking future planning
2. Monitor and adjust performance strategies
2.1 2.2
3. Manage opportunities for further improvement
3.1 3.2 3.3
Required skills
innovation and lateral thinking skills to design better ways for achieving work outcomes leadership skills to gain the confidence and trust of others communication skills to communicate opportunities for improvement, and to coach and
mentor staff.
Required knowledge
continuous improvement models quality systems. 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.
Strategies may refer to:
clarification of roles and expectations communication devices and processes, such as intranet
and email communication systems, to facilitate input into workplace decisions long-term or short-term plans factoring in opportunities for team input mentoring and 'buddy' systems to support team members to participate in decision making performance plans reward/recognition programs for high performing staff training and development activities forums, meetings newsletters and reports policies and procedures web-based communication devices
Systems may refer to:
Continuous improvement processes may include:
cyclical audits and reviews of workplace, team and evaluations and monitoring of effectiveness modifications and improvements to systems, processes, policies and procedures which allow an organisation to
individual performance services and products
systematically review and improve the quality of its products, services and procedures seeking and considering feedback from a range of stakeholders
business or government contacts funding bodies individuals within the work team internal and external contacts organisation's clients and customers professional associations senior management and board members unions/employee groups customer service indicators occupational health and safety indicators productivity gains success in meeting agreed goals and performance indicators annotated performance plans quantitative data such as production figures recommendations for improvement records and reports
Operational progress may refer to:
Documentation of work team performance may include:

examples of strategies and approaches to improve work methods for monitoring performance and customer knowledge of continuous improvement models.
outcomes or organisational functioning service

analysis of responses to case studies and scenarios assessment of written reports direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to assess knowledge of quality systems review of strategies developed to ensure that team members are actively encouraged and supported to participate in decision making processes, and to assume responsibility and exercise initiative evaluation of how customer service strategies were communicated to all stakeholders review of documentation outlining work team performance.
CUS09 Music (Version 1.1) BSBMGT605B Provide leadership across the organisation
BSBMGT605B
Unit Descriptor
Provide leadership across the organisation

This unit describes the performance outcomes, skills and knowledge required to demonstrate senior leadership behaviour, and personal and professional competence. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to senior managers who have a role in inspiring and motivating others to achieve organisational goals and to model professionalism in their organisation and industry. Leadership is seen in the context of the organisational mission. Business ethics are also addressed in this unit. The unit may relate equally to leadership of a small to medium sized organisation or to a business unit or area in a large organisation.
Unit Sector
No sector assigned
ELEMENT 1. Communicate organisational mission and goals
Clarify objectives, values and standards in accordance with organisation's strategic direction Establish linkages between organisational objectives, values and standards and the responsibilities of relevant groups and individuals Ensure media and language used is appropriate to individuals and group circumstances State clear expectations of internal groups and individuals and explain in a manner which builds commitment to the organisation Address expectations of the organisation Investigate incidents promptly and communicate results clearly to relevant groups and individuals
2. Influence groups and individuals
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8
Build trust, confidence and respect of diverse groups and individuals, through positive role modelling, and effective communication and consultation Embrace, resource and effectively implement improvements to organisational and workplace culture Demonstrate understanding of the global environment and new technology in work activities Ensure actions convey flexibility and adaptability to change and accessibility Ensure consultation and participation in decision making occurs with relevant groups and individuals where appropriate Ensure decision making takes into account needs and expectations of both internal and external groups Ensure decision making occurs in accordance with risk management plans for all options, and within appropriate timeframes Ensure that the organisation is represented positively in the media and community Assign accountabilities and responsibilities to teams consistent with their competencies and operational plans Ensure teams are resourced to allow them to achieve their objectives Empower teams and individuals through effective delegation and support for their initiatives Create and maintain a positive work environment Encourage teams and individuals to develop innovative approaches to the performance of work Model ethical conduct in all areas of work and encourage others to adopt business ethics Adapt appropriate interpersonal and leadership styles to meet particular circumstances and situations Set and achieve personal objectives and work program outcomes Ensure self performance and professional competence is continuously improved through engagement in a range of professional development activities Participate regularly in industry/professional networks and groups
3. Build and support teams
3.1 3.2 3.3 3.4 3.5
4. Demonstrate personal and 4.1 professional competence 4.2 4.3 4.4 4.5
Required skills
interpersonal skills to communicate and inspire trust and confidence of others and to networking skills to ensure support from key groups and individuals for risk management skills to analyse, identify and develop mitigation strategies for
ensure their cooperation and support concepts/ideas/products/services identified risks.
Required knowledge

business ethics and their application leadership styles and their application legislation, codes and by-laws relevant to the organisation's operations organisation mission, purpose and values organisation objectives, plans and strategies organisational change processes.
Expectations of the organisation include:
environmental management occupational health and safety product safety service values and ethics other relevant factors emergency response environmental event (emissions, noise, etc.) product failure workplace accident
Incidents may include:
the development of plans to mitigate or minimise the likelihood of the negative event occurring and/or the consequences in the event it does occur
Accountabilities and responsibilities means:
clarification of who is to be accountable for a decision or
action prior to its execution, and identification of groups, individuals and activities for which a person is responsible for managing
Positive work environment means:
environment where employees identify with the
organisation and its purpose and where communication is free-flowing, decisions are transparent and conflict is positive and constructive

input from a wide range of sources providing evidence in
respect to a broad range of activities and application of business ethics demonstration of personal competence that links to the organisation's requirements for managers effective communication skills and an ability to win commitment to the organisation and its activities knowledge of leadership styles and their application knowledge of legislation, codes and by-laws relevant to the organisation's operations.

evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated leadership techniques observation of presentations review of media and language used when communicating with individuals and groups evaluation of accountabilities and responsibilities assigned to teams review of documentation outlining personal objectives and work program outcomes review of professional development activities undertaken to improve self performance and professional competence.
CUS09 Music (Version 1.1) BSBMGT608B Manage innovation and continuous improvement
BSBMGT608B
Unit Descriptor
Manage innovation and continuous improvement

This unit describes the performance outcomes, skills and knowledge required to sustain and develop an environment in which continuous improvement, innovation and learning are promoted and rewarded. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to people who have managerial responsibilities which include building a better and more effective work environment. Continuous improvement and innovation have links with the model of the learning organisation and people working at this level play an important role in building the culture, values and attitudes of the organisation. Links may be made between continuous improvement and formal quality systems such as International Standardization for Organization (ISO) or quality software. However it is not assumed that formal quality systems or software are in the workplace. Innovation is seen as an important attitude and set of practices which should be fostered by people working at this level in teams and across the organisation.
Unit Sector
No sector assigned
ELEMENT 1. Review programs, systems and processes
Establish strategies to monitor and evaluate performance of key systems and processes Undertake detailed analyses of supply chains, operational and product/service delivery systems Identify performance measures, and assessment tools and techniques, and evaluate their effectiveness Analyse performance reports and variance from plans for all key result areas of the organisation Identify and analyse changing trends and opportunities relevant to the organisation Seek advice from specialists, where appropriate, to identify technology and electronic commerce opportunities
2. Develop options for continuous improvement
2.1 2.2 2.3 2.4 2.5 2.6
Brief groups on performance improvement strategies and innovation as an essential element of competition Foster creative climate and organisational learning through the promotion of interaction within and between work groups Encourage, test and recognise new ideas and entrepreneurial behaviour where successful Accept failure of an idea during trialling, and recognise, celebrate and embed success into systems Undertake risk management and cost benefit analyses for each option/idea approved for trial Approve innovations through agreed organisational processes Promote continuous improvement as an essential part of doing business Address impact of change and consequences for people, and implement transition plans Ensure objectives, timeframes, measures and communication plans are in place to manage implementation Implement contingency plans in the event of non-performance Follow-up failure by prompt investigation and analysis of causes Manage emerging challenges and opportunities effectively Evaluate continuous improvement systems and processes regularly Communicate costs and benefits of innovations and improvements to all relevant groups and individuals
3. Implement innovative processes
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8
Required skills
analytical skills to identify improvement opportunities in relation to the services/products
delivered or concepts/ideas developed flexibility and creativity skills to think laterally leadership skills to foster a commitment to quality and an openness to innovation. Required knowledge
quality management and continuous improvement theories creativity/innovation theories/concepts risk management.
Supply chains includes:
network of facilities that procures raw materials,
transforms them into intermediate products (or services) and then finished goods (or services), and delivers them through a distribution system procurement, production and distribution, which are viewed as being interlinked not as discrete elements

Performance reports may include:
budget/cost variance customer service environmental financial occupational health and safety quality other operating parameters
Specialists refers to:
those people inside and outside the organisation who are
expert in the application of technology to process systems and procedures, relevant to the organisation's business
Creative climate means:
climate of high motivation with extensive expertise, and
deliberative and lateral thinking time to think through and test out ideas
Organisational learning refers to:
extent to which groups and individuals within an
organisation are given the opportunity to learn from each other and encouraged to share their learning
the development of plans to mitigate or minimise the likelihood of the negative event occurring and/or the consequences in the event it does occur
Cost benefit analyses means:
calculation to determine whether the results/outcomes of
a particular course of action are sufficient to justify the costs and risks in taking that action
Continuous improvement means:
consistently reviewing what we do in search of a better
way and improving the organisation in every aspect of its activities
Transition plan means:
process of communication and education to help people
through major change programs which impact on the way they do their work or them personally
Contingency plan means:
plan which will deal with the uncertainty of a proposal and
will come into operation in the event of a failure or non-conformance

documentation of consultation processes to introduce or
evaluate an existing continuous improvement process or system, including suggested actions or an action plan generation of an idea or concept which exhibits creative thinking and which offers the possibility of advantaging the organisation how the concept or idea was introduced, tested and evaluated - the idea or concept does not have to have been shown to work or to be adopted by the business knowledge of quality management and continuous improvement theories. Assessment must ensure:
analysis of responses to case studies and scenarios assessment of written reports direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to assess knowledge of creativity/innovation theories/concepts evaluation of strategies established to monitor and evaluate performance of key systems and processes review of briefing of groups on performance improvement strategies and innovation review of documentation communicating costs and benefits of innovations and improvements to relevant groups and individuals.
CUS09 Music (Version 1.1) BSBMGT615A Contribute to organisation development
BSBMGT615A
Unit Descriptor
Contribute to organisation development

This unit describes the performance outcomes, skills and knowledge required to contribute to the creation of an organisation development plan which ensures that the organisation will become more effective over time in achieving its goals. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to senior managers with organisation wide responsibilities who are critically involved in shaping and focussing the organisation so that it can adapt to new technologies, challenges and markets. People who have this responsibility may be in a dedicated organisation design role or may be change managers, or human resources managers. They may also be employed as consultants or contractors.
Unit Sector
No sector assigned
ELEMENT 1. Develop organisation development plan
Analyse strategic plans to determine organisation development needs and objectives Consult with relevant groups and individuals to profile the organisation's culture and readiness for organisational development Determine who will take key roles in the organisational development process and confirm their commitment Collect and analyse data on areas of the business experiencing problems or that need realignment Determine and agree on objectives and strategies for organisational development Consider change management techniques required to achieve the workplace culture outcomes and build them into the organisation development plan Develop communication/education plans to achieve communication objectives in relation to the desired work environment and desired approach to problem-solving and developmental activities
2. Implement organisation development activities
2.1 2.2 2.3 2.4 2.5 2.6
Identify and implement consultative processes to maximise participation in the organisation development process Undertake team development and training activities to develop collaborative approaches to problem-solving and development Facilitate groups to articulate problems and to propose means for resolving the problems Manage conflict between individuals and/or groups to achieve consensus or agreement Undertake interventions in accordance with the organisation development plan Brainstorm alternative proposals, and negotiate and agree on outcomes Undertake surveys to identify any loss of support for organisation development program and activities Maintain regular team meetings and individual feedback in accordance with communication plan Set out activities and interventions in the organisation development plan and maintain, evaluate and modify them as required Ensure senior management reinforces organisation development program by ongoing messages of support and appropriate resource allocation Evaluate organisation development plans in terms of costs and benefits, including opportunity costs
3. Maintain organisation development program
3.1 3.2 3.3 3.4 3.5
Required skills
leadership skills to gain commitment and followership communication and interpersonal skills to persuade others lateral thinking skills to find new, improved or different ways of working or engineering
the organisation.
Required knowledge
planning processes concepts and theory of organisation behaviour; organisation dynamics; organisation
culture; organisation change.
Relevant groups and individuals refers to:
personnel who have knowledge about the issue being
dealt with and the expertise to assist the decision-making process business re-engineering consultative processes job redesign organisational redesign sensitivity training systems redesign work re-organisation
Change management techniques may include:
Communication/education plans refers to:
documented range of activities designed to ensure all
affected groups and individuals (and other relevant parties) obtain sufficient knowledge to allow them to understand what is happening and why, and to allow them to participate where appropriate computer-based training group work one-on-one sessions informal coaching mentoring sensitivity training action research brainstorming career planning inter-group team building job redesign quality circles re-engineering sensitivity training succession planning surveys (with feedback) team building training transition analysis
Team development and training activities may include:
Activities and interventions may include:

detailed organisation development plan which clearly
addresses what is to be developed and why, and how development will occur analysis of an organisation development process knowledge of concepts and theory of organisation behaviour; organisation dynamics; organisation culture; organisation change. Assessment must ensure:
analysis of responses to organisation development
processes or organisational case studies assessment of written reports on organisation development direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated techniques in engaging others in change processes review of analysis of data on areas of the business experiencing problems or that need realignment review of documentation outlining interventions undertaken review of organisation development consultative processes implemented evaluation of documentation outlining alternative proposals brainstormed, and negotiation and agreement on outcomes.
CUS09 Music (Version 1.1) BSBMGT616A Develop and implement strategic plans
BSBMGT616A
Unit Descriptor
Develop and implement strategic plans

This unit describes the performance outcomes, skills and knowledge required to establish the strategic direction of the organisation, and to sustain competitive advantage and enhance competitiveness. It requires analysis and interpretation of relevant markets, capability assessment of the organisation, and its existing and potential competitors and allies. It also covers implementation of the strategic plan. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals working in senior roles in the organisation, who have responsibility for ensuring that the organisation is positioned to ensure its long term viability and success. The unit covers the requirements for analysing the organisation's present position, and for developing specific actions and initiatives that will be undertaken by people working in various roles.
No sector assigned
Unit Sector
ELEMENT 1. Confirm organisational vision and mission
Check with stakeholders that organisational vision and mission are still held to be current and are supported Make any changes or refinements to vision or mission statement as required Review or develop organisational values to support the vision and mission statement Gain support for strategic planning process from all relevant stakeholders Determine information requirements and undertake or commission research to deliver relevant information Analyse political, economic, social, and technological developments in a global context Seek advice from appropriate experts wherever necessary Identify and consider strengths and weaknesses of existing and potential competitors and allies Analyse organisation's strengths, weaknesses, opportunities and threats Consider co-operative ventures that are supported by risk and cost-benefit analyses, are consistent with the organisational vision, mission and values, and provide for due diligence Check that analysis of internal and external environment is consistent with the perspectives of other informed people
2. Analyse the internal and external environment
2.1 2.2 2.3 2.4 2.5 2.6
2.7
3. Write strategic plan
3.1 3.2 3.3 3.4
Document relevant research and background for inclusion in the strategic plan Formulate strategic objectives and strategies needed for the future Detail each strategy with an assigned priority, a timeframe, responsible parties and measurable performance indicators Circulate strategic plan for comment, support and endorsement Communicate strategic plan to all relevant parties Brief people with a specific role in relation to strategies Use performance indicators to monitor progress in implementing plan Make necessary refinements to plan Evaluate achievement of objectives at agreed milestones Review effectiveness of plan and consider methods for improving strategic planning processes
4. Implement strategic plan
4.1 4.2 4.3 4.4 4.5 4.6
Required skills
analytical skills to undertake value chain analysis, to review strengths and weaknesses, financial skills to consider resource implications of proposed strategies research skills to ensure accurate, up-to-date information is available for the risk management skills to plan and undertake appropriate due diligence.
and to collate and interpret statistical data including trend analysis environmental analysis
Required knowledge
relevant legislation from all levels of government that affects business operation,
especially in regard to occupational health and safety and environmental issues, equal opportunity, industrial relations and anti-discrimination strategic planning methodologies including political, economic, social and technological (PEST) analysis and strengths, weaknesses, opportunities and threats analysis (SWOT) competitor knowledge codes and by-laws relevant to the organisation's operations.
Board customers employees government agencies owners shareholders technical advisers commissioned research demographics economics internal research market segmentation political product social technological
Global context means:
examination on a world-wide basis of factors which may
impact on the long-term strategic direction of the business
Due diligence means:
process by which an investor, lawyer, auditor, or other
qualified person, verifies the accuracy of data provided by another organisation

thorough analysis of the organisation's own capabilities,
those of their existing potential competitors and allies, and the external environment strategic plan which includes objectives, strategies, timeframes, performance indicators and methods for monitoring the implementation of the plan knowledge of relevant legislation. Assessment must ensure:
evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to assess knowledge of strategic planning methodologies review of documentation outlining strengths and weaknesses of existing and potential competitors and allies review of strategies and their assigned priority, timeframe, responsible parties and performance indicators.
CUS09 Music (Version 1.1) BSBMGT617A Develop and implement a business plan
BSBMGT617A
Unit Descriptor
Develop and implement a business plan

This unit describes the performance outcomes, skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers. Business plans are critical tools for business growth and development. They will vary depending on the needs of the organisation. This unit covers the typical elements of a business plan and the standard approaches to be used in implementing a business plan. The business plan should be supported by a strategic plan, and may also be supported by a marketing plan and cash flow forecasts.
Unit Sector
No sector assigned
ELEMENT 1. Develop business plan
Review and evaluate pre-existing strategic, business and operational plan, if available Analyse and interpret business vision, mission, values and objectives Consult with key stakeholders Review market requirements for the product or service, profile customer needs and research pricing options Develop performance objectives and measures through consultation with key stakeholders Identify financial, human and physical resource requirements for the business Consider any permits or licences that may be required for new activity Write business plan Communicate business plan to all relevant parties and ensure understanding of performance requirements and timeframes Ensure skilled labour is available to implement plan Test performance measurement systems and refine, if necessary Ensure timely reports on all key aspects of the business are available, user-friendly and balanced in terms of financial and non-financial performance Report system failures, product failures and variances to the business plan as they occur
2. Monitor performance
2.1 2.2 2.3 2.4 2.5
3. Respond to performance data
3.1 3.2 3.3 3.4
Analyse performance reports against planned objectives Review performance indicators and refine if necessary Ensure groups and individuals contributing to under-performance are coached, and provide training where appropriate Review system processes and work methods regularly as part of continuous improvement
Required skills
analytical and research skills to review the market, to research competitors and to coaching and communication skills to remediate any under-performance in the work
review pricing structures
group or individuals planning and organising skills to sequence activities and to develop a logical structure. Required knowledge
performance measurement approaches and benchmarking options for developing business plans. 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.
Strategic, business and operational plan may include:
previously formulated: action plan business goals competitor analysis financing arrangements or financial targets management arrangements and/or personnel marketing approaches product or service research or analysis
requirements
business partners or financiers customers shareholders staff technical experts or advisers
Performance objectives and measures may relate to:
efficiency measures input measures such as staff time or dollars allocated outcomes measures qualitative indicators such as feedback from customers, effect on the wider market or competitors, staff reports quantitative indicators, such as numbers produced and sold, turnover, customer satisfaction ranking, lower staff turnover

Business plan includes:
description of the business business products and services marketing activity financial indicators productivity and performance targets for key result areas such as: community awareness or branding environmental impact governance or management quality sales triple bottom line workforce
Coaching refers to:
informal on-the-job and off-the-job advice and training to
improve performance

analysis of the strengths and weaknesses of a range of implementation of a business plan including evaluation of
business plans
performance against documented indicators in key results areas knowledge of performance measurement approaches and benchmarking.

assessment of written reports/examples of business plans direct questioning combined with review of portfolios of
and their outcomes
evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of options for developing business plans review of development of performance objectives and measures review of how business plan was communicated to all relevant parties.
CUS09 Music (Version 1.1) BSBMKG401B Profile the market
BSBMKG401B
Unit Descriptor
Profile the market

This unit describes the performance outcomes, skills and knowledge required to profile a target market or market segments in accordance with a marketing plan and to develop market positioning strategies. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals working in a marketing team who are responsible for segmenting a target market to review alignment with organisational marketing objectives. This involves identifying viable market segments and profiling target consumers, and then defining the target market in more detail and developing strategies to position products and services. This unit is relevant to individuals working in a variety of marketing communications occupational roles, including advertising, direct marketing, promotional marketing, personal selling and public relations.
Unit Sector
No sector assigned
ELEMENT 1. Segment the market
1.5
Identify criteria for use in segmenting the market in accordance with the marketing plan Identify and access sources of information for segmenting and profiling markets in accordance with the marketing plan Segment the market in accordance with identified criteria Review market segments for their usefulness in terms of factors such as their size, potential, distinctive needs, easy identification of members or distinctive media use patterns Select market segments to meet marketing objectives, and choose and apply new segmentation criteria if required Evaluate approaches to determining and describing the total market for a product or service Define the target market in terms of the consumers to be included as prospective users of a product or service, and the selected market segments Use segment descriptors to describe the target market Identify available strategic marketing options and select targeting strategies that best meet the requirements of the marketing plan
2. Identify the target market
2.1 2.2 2.3 2.4
3. Profile the target audience
3.1 3.2 3.3 3.4 3.5
Describe the total market and selected market segments in the form of a consumer profile Identify consumer characteristics in standard statistical terms and/or the descriptive terms used in media selection in the consumer profile Use demographic and/or psychographic descriptions in the consumer profile in accordance with the requirements of the marketing plan Describe consumer attitudes to products or services being offered Ensure profile meets organisational requirements in terms of language, format, content and level of detail Identify available positioning strategies and choose a strategy to meet marketing requirements and consumer profile Write a positioning implementation plan containing several options, in accordance with organisational requirements Submit plan to supervisor within specified time lines and make appropriate adjustments based on feedback
4. Develop a positioning strategy
4.1 4.2 4.3
Required skills
creativity and innovation skills to select targeting and positioning strategies that meet culturally appropriate communication skills to relate to people from diverse backgrounds key provisions of relevant legislation from all forms of government, codes of practice and
organisation's requirements
national standards that may affect aspects of business operations such as: Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice Free TV Australia Commercial Television Industry Code of Practice privacy laws sweepstakes regulations Trade Practices Act literacy skills to prepare reports and to interpret internal and external marketing information research skills to identify and analyse market segments and target markets. Required knowledge
Australian Marketing Institute Code of Professional Conduct data collection and analysis techniques industry knowledge including: components of the marketing mix elements of marketing planning marketing communications concepts and processes organisational structures, roles, responsibilities, business and marketing plans product and service standards and best practice models relevant legislation from all forms of government that may affect aspects of business
operation in addition to those listed above, especially in relation to occupational health and safety, environmental issues, equal opportunity, industrial relations and anti-discrimination statistical terms used by the Australian Bureau of Statistics.
attitude average order value in units and dollars desired benefits business characteristics consumer needs demographics geography lifestyle lifetime value in units, dollars and number of transactions product or service usage psychographics recency and frequency of response to direct marketing activities social and cultural factors

Sources of information for segmenting and profiling markets may include:
advertising sales representatives existing research data industry sources media representatives original a priori research (where the market segments are assumed at the beginning and research is used to confirm them) original response based research owners or brokers of mail, email and phone lists sales representatives website operators
Usefulness in terms ofsize may include:
segments which are large enough to justify the expense small segments which are viable if telephone and email
of creating distinctive offers and creative executions
are used as communication media rather than other types of media
Potential may include:
high response of market segment members to test high response to previous campaigns by members of
campaigns
market segments
Distinctive needs may include:
specific price points specific products or services specific response vehicles such as: store visiting only website only response specific timing of communications such as: day of week seasonality time of day flags such as: postcode date of last purchase geographical location of segment members, such as: city metropolitan region regional centre rural region state or territory spending habits such as: one-off purchasers subscribers
Easy identification of members may include:
Distinctive media use patterns may include:
age email use ethnic language television, newspapers and radio gender internet use mobile phone use special interests
Selection ofmarket segments may be contingent upon:
expected frequency of purchase expected lifetime as customers expected volume of purchase how efficiently segment members can be reached with targeted communications one or more segments
describing total market in dollar or unit terms as gross
Approaches may include:
sales of all other products or services similar to those offered by the organisation describing total market in prospect terms as those most similar to current customers identifying consumers with relevant needs identifying current users of a product or service identifying people with related characteristics
Prospective users may include:
market segment users most similar to current customers
Segment descriptors may include:
demographic descriptions geographic descriptions historic descriptions such as: volume of purchase frequency of purchase psychographic descriptions advertising strategies such as: most cost effective creative executions most cost effective media or media vehicle for each distribution strategies such as: one-step multi-step innovative strategies most cost-effective media or media vehicle
Strategic marketing options may include:
segment
Targeting strategies may include:
anniversary of first purchase concentrated, differentiated and mass strategies de-duping prospect lists against customer lists differentiation and segmentation ease of entry frequency of purchase gender geography of home or workplace growth considerations innovation market share media usage niche markets price sensitivity purchasing power recency of purchase sales volume
Standard statistical terms may include:
categories used by the Australian Bureau of Statistics in media selection terms such as: behaviouristics demographics geo-demographic analysis of census data available geographic selections and segmentations
collecting and reporting census data
from proprietary research suppliers
Demographic descriptions may include:
age date and place of birth disability education first language gender household income indigenous Australian languages spoken at home marital status nationality number and age of children occupation activities affiliations attitudes interests lifestyle opinions political views values competitive positioning conspicuous positioning convenience of use convenience to buy image perceptions market follower positions market leader positions Me-Too positioning prestige and exclusive positioning pricing quality repositioning service positioning uniqueness value positioning business-to-business marketing direct marketing ideas marketing marketing of goods public sector marketing services marketing telemarketing
Psychographic descriptions may include:
Positioning strategies may include:
Marketing requirements may include:

developing a market positioning strategy that documents
market segmentation, consumer profiling, targeting and strategies relevant to a product or service being offered to the marketplace.

access to appropriate documentation and resources access to information on past profiling, segmentation and
normally used in the workplace
targeting performed for a product or service.
A range of assessment methods should be used to assess practical skills and knowledge. The following assessment methods are appropriate for this unit:
assessment of positioning implementation plan direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job performance by the candidate observation of the application of criteria to segment markets, selection of targeting strategies oral or written questioning to assess knowledge and understanding presentation of marketing profiling activities review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
BSBMKG402B Analyse consumer behaviour for specific BSBMKG507A Interpret market trends and
markets
developments.
CUS09 Music (Version 1.1) BSBMKG402B Analyse consumer behaviour for specific markets
BSBMKG402B
Unit Descriptor
Analyse consumer behaviour for specific markets

This unit describes the performance outcomes, skills and knowledge required to analyse consumer behaviour to target marketing to specific markets and specific needs. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals working in a marketing team who need to analyse consumer behaviour to examine the factors that impact on decisions to purchase products or services. Having thoroughly analysed consumer attitudes and behaviour, recommendations can be made on marketing strategies to increase consumption of the product or service being marketed. This unit analyses consumer behaviour in greater detail than BSBMKG401B Profile the market, which covers more generic profiling, targeting, and positioning strategy development and planning. This unit is relevant to individuals working within a variety of marketing communications occupational roles including advertising, public relations, direct marketing, promotional marketing or personal selling roles.
Unit Sector
No sector assigned
ELEMENT
1. Confirm product or service 1.1 market 1.2 1.3 2. Assess the reasons for existing levels of consumer interest 2.1 2.2 2.3 2.4 2.5
Gather information on the market or market segment for a product or service in accordance with the marketing plan Identify consumer attributes for the market or market segment from the market profile or existing customer data Identify and test features of the product or service in accordance with the marketing plan Investigate consumer need for the product or service through analysis of trends and past performance Review past marketing or positioning of a product or service in relation to the effectiveness of its focus of appeal Assess, test and estimate the impact of individual, social and lifestyle influences on consumer behaviour for a product or service Analyse consumer responses to previous marketing communications Assess organisational behaviour capability to respond quickly to consumer demand for products or services in accordance with the marketing plan
3. Recommend a focus of appeal for marketing strategies for a product or service
3.1 3.2 3.3
Ensure marketing strategies address innate and acquired needs of consumers and appeal to the motives that influence decision making Present a rationale for the focus of appeal that outlines how influences on consumer behaviour will be used to target effective marketing strategies Ensure the focus of appeal meets legal and ethical obligations and the budgetary requirements of the marketing plan
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds
and people with diverse abilities literacy skills to prepare reports with complex marketing concepts research skills to investigate overall market trends, past product/service performance and consumer behaviour characteristics. Required knowledge
key provisions of relevant legislation from all forms of government, codes of practice and
national standards that may affect aspects of business operations such as: anti-discrimination legislation and the principles of equal opportunity, equity, and diversity ethical principles Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice Free TV Australia Commercial Television Industry Code of Practice privacy laws industry and product or service knowledge marketing communication concepts and processes organisational structure, procedures and marketing objectives.
Information on the market or market segment may include:
customer segments such as: active customers inactive customers former customers demographics existing product usage lifestyle non-customer segments such as: core prospects non-core prospects social and cultural factors values or attitude factors
Marketing may include:
business-to-consumer marketing business-to-business marketing direct marketing ideas marketing marketing of goods public sector marketing services marketing telemarketing attitudes beliefs learning past experience perception personality self-image culture family background family decision-maker/s social class socioeconomic factors
Individual influences may include:
Social influences may include:
Lifestyle influences may include:
aspirations interests leisure activities
Consumer responses may include:
average order value preferred frequency of contact preferred medium of contact preferred medium of response preferred order size preferred price point for typical purchase preferred range of options within a single offer contract buying group decision making modified re-purchase new purchases re-purchase
Organisational behaviour may include:
Legal and ethical obligations may include:
codes of practice cultural expectations and influences ethical principles relevant legislation policies and guidelines regulations social responsibilities such as: protection of children environmental issues societal expectations

documenting and presenting an analysis of consumer
behaviour including recommendations on what marketing strategies should be developed to influence consumers to be more inclined to purchase a product or service knowledge of relevant legislation. Assessment must ensure:
access to office equipment and resources access to past marketing performance review documents.
analysis of responses to case studies and scenarios assessment of written reports containing analysis of demonstration of techniques to analyse consumer direct questioning combined with review of portfolios of
consumer behaviour and recommendations behaviour
evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations of analysis conducted and resulting recommendations oral or written questioning to assess knowledge and understanding review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
BSBMKG401B Profile the market other marketing units.
CUS09 Music (Version 1.1) BSBMKG408B Conduct market research
BSBMKG408B
Unit Descriptor
Conduct market research

This unit describes the performance outcomes, skills and knowledge required to conduct market research using interview and survey methodologies (not specialist statistical design and analysis) and to report on findings. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to non specialist market research personnel who have data and information gathering and analysis as a major part of their role and who are required to conduct market research. These individuals may work in areas such as marketing, communications, strategic planning and organisational development.
No sector assigned
Unit Sector
ELEMENT 1. Conduct desk research to gather background market information
Conduct initial desk research using appropriate sources to gather background market information Identify options for information collection and collation tools and methods Determine and seek approval for reporting formats for market research documentation Report initial research findings in approved formats in accordance with organisational procedures Develop hypotheses and research objectives for market research Identify options for quantifying data Identify market research methodology and determine, develop, test and amend required survey tools Determine and test methods of data extraction, collation and analysis Interpret market research plans to identify potential respondents and their requirements Identify respondents in line with research and organisational requirements Recruit respondents in line with the agreed research methodology and organisational requirements Prepare and arrange resources for data gathering Gather data and information using survey tools Record data and information gathered in approved formats, in accordance with organisational procedures Store and safeguard survey information and data in accordance with organisational procedures
2. Develop research methodology and objectives
2.1 2.2 2.3 2.4
3. Recruit respondents
3.1 3.2 3.3
4. Gather data and information from respondents
4.1 4.2 4.3 4.4
5. Analyse research information
5.1 5.2 5.3 5.4 5.5
Conduct checks on quality of data and information collected Select appropriate techniques to summarise data and information Design software files for entering data and information Process data using a method appropriate to research design Interpret and aggregate data and information including categorisation, to provide observations relevant to research objectives Collate and assess findings for relevance and usefulness to research objectives Prepare research reports Communicate research findings to relevant personnel and stakeholders in accordance with organisational procedures
6. Prepare research reports
6.1 6.2 6.3
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds information management skills to categorise, store and retrieve market research
information innovation and creativity skills to conceptualise, test and refine qualitative and quantitative questionnaires and other tools literacy skills to prepare reports containing complex ideas research and data collection skills to locate information sources, to design and analyse a market research strategy. Required knowledge
national standards that may affect aspects of business operations such as: anti-discrimination legislation and principles of equal opportunity, equity, and diversity Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice ethical principles Free TV Australia Commercial Television Industry Code of Practice privacy laws marketing communications concepts and processes market research principles and practices including: data processing methods and data analysis techniques design of samples development and use of hypotheses research reporting formats roles and uses of qualitative and quantitative research use of survey instruments requirements of house or other style manuals or protocols for written communication.
Appropriate sources of background market information may include:
published (including on the internet) data and information
from: articles and advertisements business advisors clients and suppliers conferences government bodies industry associations and trade media other research projects reports from trade or professional associations annual reports reports to regulatory or funding bodies speeches enterprise information such as: sales data attendance figures
forms for recording information sources reviewed procedures for abstracting key information and citing
Information collection and collation tools and methods may include:
sources rules for including or not including information and data reviewed
prose reports verbal presentations visual aids, such as: charts photographs tables
Reporting formats may include:
Market researchmethodologies may include:
brand equity research brand name testing concept testing consumer decision process research depth interviews descriptive techniques experimental techniques focus groups mystery shopping observational techniques projective techniques qualitative research quantitative research random sampling handouts one-on-one discussions overhead transparencies questionnaires small group discussions current, past or potential clients key stakeholders persons identified from lists or directories staff
Survey tools may include:
Potential respondents may include:
Research and organisational requirements may include:
legal requirements need for respondent to meet demographic or need for respondent to represent an organisation, have quality assurance policy and procedures requirements for statistical validity in sampling
psychographic criteria
specific expertise or knowledge, or meet other criteria
Resources for data gathering may include:
appropriate venues and rooms organisation of tables, chairs, audio and visual audio-visual recording and display devices telecommunications equipment and facilities
equipment, refreshments
Checks may include:
ensuring data is: a true record of interview accurate adequately expressed authentic complete not fabricated ensuring others collecting data and information have keeping records on data sources, copyright and privacy rejecting inadequate data and resurveying to overcome reporting to senior personnel on issues and problems in where required, verifying records of interview with
studied and understood instructions information gaps
data collection respondents
Appropriate techniques to summarise data may include:
charts and tables coefficient of variation mean median mode percentile prose commentary range standard deviation statistical detailed analysis statistical overview variance
Software files may include:
databases with specified forms and fields spreadsheets with specified axes word processing programs with specified heading
structures, text and table formats
Interpreting and aggregating data and information may include:
development of further hypotheses based on initial
processing of raw data, and statistical tests of these hypotheses bringing together data or datasets statistical analysis of raw data using general or specialist software
creation of a preliminary report table of contents with
Categorisation may include:
headings and subheadings under which data and information could be organised data tabulation in a format appropriate for the type of analysis to be performed development of basic market segmentation categories by demographic or psychographic characteristics
Research reports may include:
detailed data analysis explanation of methodology key observations and findings key summaries of data recommendation and implementation issues recommendations for future research references, citations and other correct acknowledgement for all non-original material

developing and implementing a market research survey accurately recording and securely storing survey data in utilising a range of methodologies to analyse market documenting market research activities and findings in a
tool
accordance with organisational procedures research information research report.

access to office equipment and resources including access to exemplar survey tools and recently used survey
computer hardware and software tools.
analysis of responses to case studies and scenarios analysis of survey tools direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job performance by the candidate observation of data collection techniques observation of presentations of market research results oral or written questioning to assess knowledge and understanding review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
other marketing units.
CUS09 Music (Version 1.1) BSBMKG413A Promote products and services
BSBMKG413A
Unit Descriptor
Promote products and services

This unit describes the performance outcomes, skills and knowledge required to coordinate and review the promotion of an organisation's products and services. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals with a broad knowledge of the promotion of products and services specific to an organisation. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.
No sector assigned
Unit Sector
ELEMENT 1. Plan promotional activities
Identify and assess promotional activities to ensure compatibility with organisational requirements Plan and schedule promotional activities according to the marketing needs of the organisation Determine overall promotional objectives in consultation with designated individuals and groups Ensure that time lines and costs for promotion of activities are realistic and consistent with budget resources Develop action plans to provide details of products and services being promoted Ensure personnel and resources to support promotional activities are identified and prepared to facilitate the achievement of promotional goals Identify and agree roles and responsibilities for delivery of promotional services and allocate to relevant personnel Establish and conduct relationships with targeted groups in a manner which enhances the positive image of the organisation Use networks to assist in the implementation of promotional activities Analyse audience feedback and data to determine the impact of the promotional activity on the delivery of products and services Assess effectiveness of planning processes to identify possible improvements in future activities Collect feedback and provide to personnel and agencies involved in promotional activity Analyse costs and time lines to evaluate the benefits accruing from the promotional activities Prepare conclusions and recommendations from verifiable evidence and provide constructive advice on future directions of promotional activities
2. Coordinate promotional activities
2.1 2.2 2.3 2.4
3. Review and report on promotional activities
3.1 3.2 3.3 3.4 3.5
Required skills
literacy skills to read a variety of texts; to prepare general information and papers; and to technology skills to select and use technology appropriate to a task problem-solving skills to manage contingencies in promotional activities numeracy skills to analyse data and to compare time lines and promotional costs against
write formal and informal letters according to target audience
budgets.
Required knowledge
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues occupational health and safety (OHS) planning processes for organising promotional activities organisational marketing plan and associated budgets.
RANGE STATEMENT
Promotional activities may include:
advertisements client functions employee functions media announcements product launches web pages
access and equity principles and practices confidentiality and security requirements defined resource parameters ethical standards filing and documentation storage processes goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements OHS policies, procedures and programs payment and delivery options pricing and discount policies quality and continuous improvement processes and standards quality assurance and/or procedures manuals replacement and refund policy and procedures who is responsible for products or services colleagues committees customers external organisations line management supervisor management marketing funds organisational personnel promotional products samples technology time venue
Designated individuals and groups may include:
Personnel and resources may include:
Code of Conduct job description and employment arrangements marketing plans organisation's policy relevant to work role skills, training and competencies supervision and accountability requirements including OHS team structures

Networks may include:
company customer internal media and promotional professional social
customer/client response employee data sales orders market share data focus groups

designing and delivering promotional presentations evaluating promotional impacts presenting and advocating promotional strategies within assessing and reporting on customer satisfaction
the organisation

access to an actual workplace or simulated environment access to office equipment and resources examples of products/services and promotional
strategies.
evidence and third party workplace reports of on-the-job performance by the candidate review of action plans developed for products and services being promoted analysis of responses to case studies and scenarios demonstration of techniques observation of presentations assessment of written reports.
other marketing, sales or public relations units.
CUS09 Music (Version 1.1) BSBMKG414A Undertake marketing activities
BSBMKG414A
Unit Descriptor
Undertake marketing activities

This unit describes the performance outcomes, skills and knowledge required to plan, implement and manage basic marketing and promotional activities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit covers general and basic marketing and promotional activities that do not require detailed or complex planning or implementation. It could be undertaken as part of a broader role of a person in a small enterprise, or as part of a marketing plan for a larger enterprise.
No sector assigned
Unit Sector
ELEMENT 1. Plan marketing activities
Identify need for marketing activities Investigate previous marketing activities for relevant information Identify and analyse relevant policies and procedures Identify outcomes expected from marketing activities Undertake analysis of collected basic marketing information Develop and document work activity plans for marketing activities Obtain approval of plans from relevant enterprise personnel Determine and access resources required for work activities Undertake marketing activities Assign responsibilities and functions to relevant personnel performing specific marketing functions Monitor marketing activities, reviewing and amending activity plans as required Measure and document outcomes of marketing activities Review marketing activities against expected outcomes and document identified improvements Prepare reports of marketing activities and communicate to relevant enterprise personnel
2. Implement and manage marketing activities
2.1 2.2 2.3 2.4
3. Review marketing activities
3.1 3.2 3.3
Required skills
literacy skills to read a variety of texts, to prepare general information and papers, and to planning skills to develop implementation schedules problem-solving skills to address issues which may affect plans and their
write formal and informal letters according to target audience implementation.
Required knowledge
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues occupational health and safety organisational policies and procedures specific product knowledge related to goods and services being marketed.
RANGE STATEMENT
Need may be determined by:
analysis of sales figures and other performance data analysis of client information direction from relevant enterprise personnel development of new products and services
Marketing activities may include:
attendance at trade shows, conferences and other events basic advertising development and distribution of general promotional and development and distribution of samples, case studies, development of displays and signs development of media releases, articles and media information sessions for clients, suppliers and online information telephone promotions
informational materials
testimonials and other evidence of enterprise activity background information stakeholders
Outcomes may include:
projections for potential client inquiries projections for detailed potential client follow-up projections for sales and service levels market definition, statistics and basic research basic market segmentation target audience profiles
Analysis may include:
Work activity plans may include:
human resource plans plans for other required resources financial plans time plans detailed implementation plans (covering the how/what/when of activities) activity monitoring and evaluation plans

Relevant enterprise personnel might include:
coordinators owners managers section leaders supervisors team leaders
human resources finance resource contributions from suppliers and/or partners
Relevant personnel performing specific marketing functions may include:
administrators copywriters desktop publishers external consultants graphic artists and designers marketing specialists printers, sign writers and other tradespeople

planning and implementing marketing activities reviewing the effectiveness of the marketing plan documenting the activities and processes worked with knowledge of relevant legislation.

access to an actual workplace or simulated environment access to office equipment and resources examples of goods/services to be marketed examples of marketing plans.
evidence and third party workplace reports of on-the-job performance by the candidate review of work activity plans for marketing activities analysis of responses to case studies and scenarios demonstration of techniques observation of presentations oral or written questioning to assess knowledge of marketing techniques and strategies analysis of documentation outlining the outcomes of marketing activities review of marketing activities reports.
other marketing, advertising or public relations units.
CUS09 Music (Version 1.1) BSBMKG415A Research international markets
BSBMKG415A
Unit Descriptor
Research international markets

This unit describes the performance outcomes, skills and knowledge required to undertake market research to select markets to pursue. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals working with minimal supervision but with the support and assistance of a more senior person within the organisation. The activities will be focused on the target market and will involve communication and executing tasks across cultural and geographic barriers. The tasks involved in marketing goods and services internationally include selecting and implementing appropriate marketing activities, and monitoring and reviewing marketing performance.
No sector assigned
Unit Sector
ELEMENT 1. Collect information about target markets
Identify target markets for market research for international markets from brief or manager Confirm information requirements for market research Seek assistance as required, with sourcing and accessing required information Identify and access sources of required information Collate required information from information sources Apply statistical analysis tools to information to identify trends Seek assistance as required, with analysing required information Investigate causal influences Document and report identified trends and causal influences to relevant personnel within the organisation Base decision making on available data Check consistency of decision making against data, and document a rationale for decision making in relation to markets to be pursued Document and report recommendations to relevant personnel within the organisation
2. Investigate trends in target 2.1 markets 2.2 2.3 2.4 2.5 3. Utilise data in decision making 3.1 3.2 3.3
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds research and data collection skills to maintain knowledge of potential opportunities literacy skills to document research findings and recommendations planning and organising skills to manage timelines.
Required knowledge
levels of government that affects business operations, codes of practice and national standards, such as: International Commercial Terms (INCOTERMS) trade modernisation legislation: Customs Legislation Amendment and Repeal Act, Import Processing Charges Act, Customs Depot Licensing Charges Amendment Act Trade Practices Act Warsaw Convention World Trade Organisation determinations cultural aspects relevant to international markets researched market research techniques and tools required formats for reporting outcomes of research available external and internal information sources related to international markets.
Target markets may include:
specific country or countries geographic region/s within specific country or countries specific sub-groups within selected areas combinations of above balance of payments data competitors cultural and social influences of consumers demand and unmet demand demographic data economic and socioeconomic data regulations on foreign investment size of market segments tariff and non-tariff barriers
Information requirements may include:
Assistance may be sought from:
Austrade, state/territory departments and agencies, industry or trade associations, other private organisations,
chambers of commerce
consultants manager and colleagues within organisation Sources may include:
academic publications and personnel Austrade, state/territory departments and agencies,
chambers of commerce trade and business publications Statistical analysis may include:

measures of central tendency measures of dispersion nature and degree of relationship between variables normal distribution probability curve sampling time series analysis buying patterns changes in demand and unmet demand demographics of decision maker/purchaser imports versus local sales seasonal variations
Trends may include:
Causal influences may include:
attitude towards Australia and Australian products and
services consumer awareness cultural considerations related to values, beliefs current availability of products or services economic or socioeconomic factors local alternatives to product or service perceptions of potential consumers
Decision making may refer to:
market entry strategy to be adopted markets selected for more in-depth research markets to be pursued
chief executive officer of organisation, board of directors client for market research manager or supervisor marketing manager

identifying and documenting trends in the target market analysing information to validate trends making decisions based on available data knowledge of relevant Australian, international and local legislation.

access to an actual workplace or simulated environment access to office equipment and resources access to relevant workplace documents access to information sources used by candidate.
evidence and third party workplace reports of on-the-job performance by the candidate review of documenting and reporting of identified trends analysis of responses to case studies and scenarios observation of presentations of research about international markets oral or written questioning to assess knowledge of cultural aspects relevant to international markets researched assessment of documentation reporting decision making recommendations in relation to markets to be pursued.
research units international business units other marketing units.
CUS09 Music (Version 1.1) BSBMKG416A Market goods and services internationally
BSBMKG416A
Unit Descriptor
Market goods and services internationally

This unit describes the performance outcomes, skills and knowledge required to market goods and service internationally in line with the organisation's marketing plan and marketing strategy for a specified international target market. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals with a broad knowledge of marketing who contribute well developed skills in creating solutions to unpredictable problems through analysis and evaluation of information from a variety of sources. They provide leadership and guidance to others and have limited responsibility for the output of others.
No sector assigned
Unit Sector
ELEMENT 1. Select appropriate marketing activities
Access marketing plan and marketing strategy for specific international target market Seek clarification as required, to interpret marketing plan and marketing strategy Draw up a potential range of marketing activities Select activities based on cultural and social appropriateness, cost, viability and suitability in relation to market research undertaken Seek and obtain assistance as required, to select appropriate marketing activities Document selected marketing activities with costs and rationale for selection and obtain approval for implementation Prioritise marketing activities and obtain resources for their implementation Brief persons involved in the marketing effort on their roles and responsibilities as members of a self-managed team to ensure the success of marketing strategies Implement promotional activities in accordance with marketing objectives and budgetary requirements Assign responsibility for ongoing monitoring of marketing activities and evaluate business performance against objectives and targets Ensure implementation of marketing activities meets legal, ethical and safety requirements, and cultural considerations
2. Implement international marketing activities
2.1 2.2 2.3 2.4 2.5
3. Monitor and review marketing performance
3.1 3.2 3.3 3.4 3.5 3.6
Monitor progress against performance, analyse performance gaps and take corrective action as required Analyse over-performance against targets for trends and set new targets Encourage all staff involved in marketing activities to propose ways to improve marketing performance Implement processes to gather customer reaction to all aspects of the marketing mix to improve targeting and outcomes Conduct ongoing research of customer and business requirements to identify opportunities for change and improvement and their timing Analyse changes in market phenomena for new business opportunities
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds
and people with diverse abilities literacy skills sufficient to document marketing activities and strategies communication and negotiation skills to seek and use feedback to improve current practice. Required knowledge
levels of government that affects business operations, codes of practice and national standards, such as: International Commercial Terms (INCOTERMS) trade modernisation legislation: Customs Legislation Amendment and Repeal Act, Import Processing Charges Act, Customs Depot Licensing Charges Amendment Act Trade Practices Act Warsaw Convention World Trade Organization determinations organisational client relationship strategy marketing concepts, principles and strategies evaluation and monitoring principles and strategies.
Clarification may be sought from:
consultants manager, supervisor or relevant specialist staff specialist staff involved in marketing
Marketing activities may include:
advertisements client functions demonstration activities distribution of free samples employee functions media announcements product launches web pages
Assistance may be sought from:
Austrade, state/territory departments and agencies, industry or trade associations, other private organisations, manager and colleagues within organisation
chambers of commerce consultants
Approval may be obtained from:
client manager or supervisor owner of organisation, chief executive officer, board of
directors
Persons may include:
colleagues and self consultants overseas agents and representatives
Legal and ethical requirements and cultural considerations may include:
cultural expectations and influences environmental issues ethical principles legislation e.g. Trade Practices Act policies and guidelines regulations and codes of practice safety issues security and privacy issues social responsibilities societal expectations
Safety requirements may include:
occupational health and safety considerations, for
example: establishing procedures for staff safety and security at promotional events health and safety arrangements for contractors safe handling of equipment and substances safety of staff working in remote and isolated locations e.g. communication arrangements
Processes may include:
advertisements client functions consultants demonstration activities distribution of free samples employee functions manager or supervisor or relevant specialist staff media announcements product launches specialist staff involved in marketing web pages ancillary services delivery times/quality market positioning packaging pricing structure product/service configuration raw materials
Opportunities for change and improvement may include:

implementing culturally appropriate marketing and
promotional activities monitoring market performance identifying and making improvements to marketing activities and strategies knowledge of relevant Australian, international and local legislation. Assessment must ensure:

access to relevant workplace documents access to customer feedback access to an actual workplace or simulated environment access to office equipment and resources.
evidence and third party workplace reports of on-the-job performance by the candidate review of documentation for selected marketing activities analysis of responses to case studies and scenarios observation of marketing presentations on goods and services oral or written questioning to assess knowledge of evaluation and monitoring principles and strategies assessment of analysis of changes in market phenomena for new business opportunities.
international business units other marketing units.
CUS09 Music (Version 1.1) BSBMKG501B Identify and evaluate marketing opportunities
BSBMKG501B
Unit Descriptor
Identify and evaluate marketing opportunities

This unit describes the performance outcomes, skills and knowledge required to identify, evaluate and take advantage of marketing opportunities by analysing market data, distinguishing the characteristics of possible markets and assessing the viability of changes to operations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals working in senior marketing management roles who, together with a marketing team, identify, investigate and evaluate marketing opportunities to determine whether they meet organisational and marketing objectives. Based on this evaluation, changes to current business operations can be determined to take advantage of marketing opportunities. Adjusting the marketing mix in the light of new marketing opportunities is covered in BSBMKG502B Establish and adjust the marketing mix.
Unit Sector
No sector assigned
ELEMENT 1. Identify marketing opportunities
Analyse information on market and business needs to identify marketing opportunities Research potential new markets and assess opportunities to enter, shape or influence the market in terms of likely contribution to the business Explore entrepreneurial, innovative approaches and creative ideas for their potential business application, and develop into potential marketing opportunities Identify and analyse opportunities in terms of their likely fit with organisational goals and capabilities Evaluate each opportunity to determine its impact on current business and customer base Use an assessment of external factors, costs, benefits, risks and opportunities to determine the financial viability of each marketing opportunity Determine probable return on investment and potential competitors Describe and rank marketing opportunities in terms of their viability and likely contribution to the business
2. Investigate marketing opportunities
2.1 2.2 2.3 2.4 2.5
3. Evaluate required changes to current operations
3.1 3.2 3.3 3.4 3.5
Identify and document changes needed to current operations to take advantage of viable marketing opportunities Ensure organisational changes to service an increased or different customer base include provision for continued quality of service to existing customers Estimate resource requirements for changed operations Determine and communicate viability of making changes to current operations to key stakeholders Document newly identified marketing opportunities and required changes
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds literacy skills to identify and interpret market information, to write in a range of styles for numeracy skills to calculate and evaluate financial information on new marketing options research and evaluation skills to gain information on and interpret market trends to
different audiences and to document outcomes and requirements identify marketing opportunities.
Required knowledge
national standards that may affect aspects of business operations such as: anti-discrimination legislation and the principles of equal opportunity, equity and diversity ethical principles marketing codes of practice and conduct such as the Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice; Free TV Australia Commercial Television Industry Code of Practice; and the Australian E-commerce Best Practice Model privacy laws Trade Practices Act organisational marketing plan, structure, products and services principles of marketing and the marketing mix statistical methods and techniques to evaluate marketing opportunities, including forecasting techniques.
Information on market and business needs may include:
comparative market information competitors' performance customer requirements legal and ethical requirements market share market trends and developments new and emerging markets profitability sales figures business-to-business marketing direct marketing ideas marketing marketing of goods public sector marketing services marketing telemarketing
New markets may include:
e-commerce export markets segments of the market not currently penetrated
Contribution to the business may include:
effect on sales volume growth market share profitability
Evaluation may include:
investigation of: knockout factors present value analysis return on investment scored criteria weighted criteria
External factors may include:
codes of practice policies and guidelines regulations relevant legislation
Resource requirements may include:
additional staff distribution costs equipment production costs promotional costs research and development re-tooling staff training Board of directors finance staff human resources staff managers marketing personnel owners production staff supervisors

identifying and evaluating marketing opportunities to
determine whether they will meet organisational objectives documenting how current business operations will need to be modified and what resources will be required to take advantage of newly identified and evaluated opportunities. Assessment must ensure:
access to office equipment and resources access to organisational strategic and marketing plans.
analysis of responses to case studies assessment of written reports on identified marketing direct questioning combined with review of portfolios of
opportunities and evaluation activities
evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations on opportunity identification, evaluation and required resources to capitalise on new marketing opportunities oral or written questioning to assess knowledge and understanding review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
BSBMKG502B Establish and adjust the marketing mix international business units other marketing units.
CUS09 Music (Version 1.1) BSBMKG502B Establish and adjust the marketing mix
BSBMKG502B
Unit Descriptor
Establish and adjust the marketing mix

This unit describes the performance outcomes, skills and knowledge required to determine the optimum marketing mix for a business through analysis of inter related marketing components. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals in marketing management roles responsible for developing the marketing and promotional mix within an organisation. They may also adjust the marketing mix when new marketing opportunities have been identified. The skills and knowledge required to evaluate and identify new market opportunities are covered in BSBMKG501B Identify and evaluate marketing opportunities.
Unit Sector
No sector assigned
ELEMENT 1. Evaluate each component of the marketing mix
Identify key characteristics of products or services and estimate their significance to the market Review pricing policy and analyse pricing variables to determine their effect on demand Analyse promotional methods to determine their importance to marketing outcomes Review channels of distribution and estimate their significance in relation to marketing outcomes Identify and analyse level of customer service provision to determine its significance to marketing outcomes Identify potential customer base and key pressure points for success Analyse and test the effect of the components of marketing mix on each other, and establish their relative importance to customer base Identify and asses environmental factors for their impact on marketing mix Identify consumer priorities, needs and preferences that affect marketing mix Consider product, pricing, promotional, distribution and service variations, and evaluate these against marketing objectives, target market characteristics and desired positioning Select marketing mix that best satisfies target market and meets marketing objectives Ensure marketing mix decision meets organisational, strategic and operational marketing objectives
2. Determine marketing mix for specific markets
2.1 2.2 2.3
2.4 2.5
3. Monitor and adjust marketing mix
3.1 3.2 3.3 3.4 3.5
Monitor marketing mix against marketing performance and isolate components for testing Evaluate implications of altering one or more components of marketing mix in relation to market factors and consumer response Adjust components of marketing mix in response to test results and evaluation of market response Ensure adjusted marketing mix meets budgetary requirements Ensure adjusted marketing mix continues to meet organisational, strategic and operational marketing objectives, and desired positioning
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds literacy skills to identify market information, to write in a range of styles for different
audiences and to interpret requirements numeracy skills to interpret testing results and to manage marketing budgets organisational and time management skills to design and adjust a marketing mix. Required knowledge
aspects business operations, codes of practice and national standards such as: anti-discrimination legislation and principles of equal opportunity, equity and diversity ethical principles marketing codes of practice and conduct such as the Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice; Free TV Australia Commercial Television Industry Code of Practice privacy laws Trade Practices Act organisational policies, procedures, products and services principles and concepts of marketing such as consumer or buyer behaviour and elements of marketing mix statistical techniques.
Characteristics of products or services may include:
brand brand loyalty compatibility with other products, services or equipment degree of customisation design durability ease of maintenance features flexibility functional performance innovativeness occupational health and safety issues packaging pollution hazard reduction quality range of size, colour or other factors reduction of risks to health and safety, such as noise robustness styling technical features upgrading volumes available cost of ownership credit terms discount percentages discount structure financial deals leasing arrangements price point chosen psychological elements residual value sales special offers stage payments
Pricing variables may include:
Promotional methods may include:
impersonal promotion such as: advertising sales promotion personal promotion such as: direct marketing face-to-face selling personal selling segmentation
business-to-business marketing direct marketing ideas marketing marketing of goods public sector marketing services marketing telemarketing dealers delivery service distributors e-business franchisees internet mail order podcasts re-seller retail self-service telesales wholesale after sales service call centre support electronic client service no customer service one-on-one personal service sales assistance for problems or queries only customer service variables distribution variables pricing variables product or service variables promotional variables required or preferred products/services preferred price point preferred purchase volume in units and in dollars preferred method of payment preferred time and place for responding preferred time and place to take delivery preferred medium to respond to direct response offers such as: in person mail phone website
Channels of distribution may include:
Level of customer service may include:
Marketing mix may include:
Customer priorities, needs and preferences may include:

developing a report containing a description of activities
undertaken to establish a marketing mix in an organisation, including information on each element of the marketing mix, such as: levels of customer service to be provided how a product or service will be distributed how a product or service will be priced whether additional products or services will be offered how the product or service will be promoted reporting on at least one review of the success of marketing mix activities developed including coverage of any necessary adjustments made. Assessment must ensure:
access to an actual or simulated workplace access to office equipment and resources access to organisational and marketing strategic plans.
analysis of responses to case studies and scenarios assessment of written reports on the marketing mix direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations on the marketing mix or changes made to the marketing mix oral or written questioning to assess knowledge and understanding review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
BSBMKG501B Identify and evaluate marketing other marketing units.
opportunities
CUS09 Music (Version 1.1) BSBMKG506B Plan market research
BSBMKG506B
Unit Descriptor
Plan market research

This unit describes the performance outcomes, skills and knowledge required to plan market research by identifying market research needs, defining market research objectives, identifying data gathering approaches and developing a market research plan. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals in a non market research organisation who conduct market research planning at a managerial level. While market research planning can be undertaken as part of a broader role, it does require a good general knowledge of market research principles and practices, and a detailed understanding of the organisation's operations, objectives and the application of market research. This unit applies to managers who allocate responsibility to team members who conduct market research, covered by BSBMKG408B Conduct market research.
Unit Sector
No sector assigned
ELEMENT 1. Identify market research needs
Communicate role of market research in enterprise operations to relevant personnel Identify contribution of market research to enterprise activity Analyse enterprise planning and performance documentation to determine research needs Consult relevant personnel to determine research needs Develop statement of market research needs Draft research objectives Undertake preliminary project scoping Consult with relevant personnel on draft research objectives to ensure relevant and useful information is gathered Review and finalise draft objectives in light of scoping parameters Identify types of data required to inform objectives Determine combinations of types of data to best inform objectives Identify and evaluate suitable data gathering methods Identify data sources Quantify required data Identify and evaluate suitable data processing methods Make decisions in relation to data types, combinations, gathering methods, sources, quantities and processing methods
2. Define market research objectives
2.1 2.2 2.3 2.4
3. Define data gathering approaches
3.1 3.2 3.3 3.4 3.5 3.6 3.7
4. Develop market research plan
4.1 4.2 4.3 4.4
Estimate resources and time lines required for market research projects Determine feasibility of market research projects Prepare market research plan for approval Obtain approval to implement plan from appropriate personnel as required
Required skills
financial skills to set and manage market research budgets negotiation skills to gain approval for proposals from senior management organisational and time management skills to develop complex market research plans research and data collection skills to determine organisational market research
including time lines and options requirements.
Required knowledge
national standards that may affect aspects of business operations such as: anti-discrimination legislation and principles of equal opportunity, equity and diversity ethical principles marketing codes of practice and conduct such as the Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice privacy laws Trade Practices Act market research principles and practices including: data processing methods and data analysis techniques project design to meet given budgets and other resource constraints design of samples development and use of hypotheses role of research in enterprise development roles and uses of qualitative and quantitative research use of survey instruments project planning principles and practices including for: consultation and stakeholder involvement development of time lines, budgets and other implementation plans gaining of approvals needs analyses scoping practices statistical methods and techniques.
clients customers enterprise owners managers supervisors suppliers
Contribution of market research may include:
best practice information about competitors, clients, stakeholders information to enable predictions for: marketing policy making service development and delivery strategic planning
Enterprise planning and performance documentation may include:
correspondence financial reports information about sales and sales force performance internal reports
Research needs may include:
research on competition: comparing consumer attitudes to an organisation's identifying frequency of use of competitors' products identifying key competitors and their strengths measuring awareness
services and those of competitors and services
research on consumers: developing detailed consumer profiles identifying changes in attitudes and behaviour patterns identifying existing, potential or lapsed consumers research on place: identifying attitudes towards location identifying cooperative opportunities for distribution of identifying demand for products or services at other research on pricing: identifying attitudes towards prices identifying costs testing alternative pricing strategies research on products and services: evaluating competitors' products evaluating consumer attitudes towards presentation identifying potential new products or services or ones measuring attitudes towards existing products or research on promotion: measuring advertising and promotion effectiveness testing alternative messages testing and comparing different media options
information or services locations
and packaging
which may be at the end of their life cycle services
Project scoping may include:
human, financial and physical resources required and
available need for external market research assistance possible research locations possible research methodologies possible sample size and nature of sample time required and available to conduct research
Types of data may include:
formal or informal comments and other feedback from
client, customers, staff and others government statistics industry planning information qualitative data quantitative data sales figures
Data gathering methods may include:
case study investigation focus groups literature searches mail surveys one-on-one interviews in person or by telephone personal observation of performance structured or informal small group discussions supervised or unsupervised completion of questionnaires or other survey tools by respondents use of questionnaires and other tools by staff to record data about enterprise activities

Data processing methods may include:
data processing service experts manual or personal methods packaged analysis routines or programs specialist software packages
Decisions may include:
choices achievable with available resources, and costs choices consistent with organisational policies and choices that will best satisfy the research objectives
and benefits of choices procedures
Feasibility of market research projects may include:
likely ease of implementing the recommendations quality and credibility of the methodology ultimate usefulness of the research whether similarly valid results can be obtained by other means

identifying and defining market research requirements in developing a documented market research plan
an organisation
describing the scope, objectives, time and budget for market research to be undertaken by an organisation.

access to data and information records from previous access to office equipment and resources.
marketing research activities
assessment of documented market research planning
activity reports and plans direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of communication with team members and senior management to refine market research planning activities observation of presentations on market research plan oral or written questioning review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
other marketing units.
CUS09 Music (Version 1.1) BSBMKG507A Interpret market trends and developments
BSBMKG507A
Unit Descriptor
Interpret market trends and developments

This unit describes the performance outcomes, skills and knowledge required to conduct an analysis of market data in order to determine organisational and competitor business performance, and to prepare market and business forecasts that assist in targeting marketing activities and in drawing up a marketing plan. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to marketing professionals who use statistical techniques to analyse organisational and competitor marketing performance, and to interpret new and emerging trends when forecasting future business needs. Information gathered is used to assist in developing an organisation's marketing plan and to determine the current or potential future success of marketing strategies.
No sector assigned
Unit Sector
ELEMENT 1. Interpret trends and market developments
Use statistical analysis of market data to interpret market trends and developments Analyse market trends and developments for their potential impact on the business Use measures of central tendency or dispersion and correlations between sets of data for quantitative interpretation of comparative market data Perform qualitative analysis of comparative market information as a basis for reviewing business performance Analyse the market performance of existing and potential competitors and their products or services, to identify potential opportunities or threats Analyse performance data from all areas of the business to determine success of marketing activities Identify over-performing and under-performing products and services to be considered for redevelopment or withdrawal Forecast existing and emerging market needs based on information available using forecasting techniques Prepare, plot and interpret data for visual presentation Assess visual presentation for potential problems, and take any necessary corrective action Report on analysis of market data to meet organisational requirements in terms of content, format, level of detail and scheduling
2. Analyse qualitative results
2.1 2.2 2.3
3. Report on market data
3.1 3.2 3.3
Required skills
facilitation and presentation skills to present statistical findings literacy skills to prepare reports containing complex ideas and concepts numeracy skills to use a range of statistical analysis techniques and elementary
probability.
Required knowledge
economic, social, and industry directions and trends key provisions of relevant legislation from all forms of government, codes of practice and
national standards that may affect aspects of business operations such as: anti-discrimination legislation consumer laws including appropriate state/territory legislation ethical principles marketing codes of practice and conduct such as the Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice privacy laws Trade Practices Act software applications especially spreadsheets and statistical packages, and use of the internet statistical methods and techniques, and reporting formats.
RANGE STATEMENT
Statistical analysis may include:
conversion rate of leads to sales measures of central tendency particularly for such things
as: average order value average response rate measures of dispersion nature and degree of relationship between variables net response rate normal distribution probability curve sampling time series analysis such as: speed of response curve recency or frequency grids lifetime value of customers net present value of customers
Data may include:
charts curves graphs spreadsheets changes in technology changes in supplier prices demographic trends ecological and environmental trends economic trends (local, regional, national, international) government activities e.g. interest rates, deregulation industrial trends penetration of new technologies social and cultural factors cross-tabulations for grouped or ungrouped data mean median mode Z, T and chi square tests
Market trends and developments may include:
Measures of central tendency or dispersion and correlations may include:
Sets of data may include:
geodemographic segmentations available from
proprietary suppliers such as: ACORN MOSAIC PRIZM segmentation by customer lists such as: average order value by units or dollars geography lifetime value by units, dollars and transactions recency and frequency or response/purchase segmentation of the prospect list by: demographic match with customers geographic match with customers psychographic match with customers
best practice information books and articles, including: academic business general industry brochures direct mail packages documentaries and interviews on broadcast media inter-firm comparison data international benchmarking internet public or proprietary research speeches
Comparative market information may include:
Performance of existing and potential competitors may include:
comparisons about: corporate share price market share number of customers profitability sales in units or dollars
alliances cooperative ventures exports extending, expanding or otherwise changing an existing business through: increasing customer numbers increasing average order value increasing lifetime value of the customer reducing costs of marketing improving current products/services developing new distribution channels franchising joint ventures new products or services for existing markets new products or services for new markets potential for greater penetration of existing markets with existing products or services strategic alliances
Threats may include:
new competitor entering the market new products or services being launched by existing increased number of inactive customers resulting in reduced average order value resulting in reduced
competitors
reduced average lifetime average lifetime value
Forecasting techniques may include:
Delphi techniques model building projection scenario planning surveys of intentions top-down forecasting bottom-up forecasting

applying a range of statistical techniques to analyse
market trends and developments, current marketing performance and comparative market information documenting analysis of market data including visual presentation of findings. Assessment must ensure:
access to office equipment and resources.
analysis of responses to case studies and scenarios assessment of written reports presenting findings of
statistical analysis demonstration of statistical and forecasting techniques in the workplace direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
BSBMKG401B Profile the market BSBMKG402B Analyse consumer behaviour for specific BSBMKG501B Identify and evaluate marketing
markets
opportunities.
CUS09 Music (Version 1.1) BSBMKG511A Analyse data from international markets
BSBMKG511A
Unit Descriptor
Analyse data from international markets

This unit describes the performance outcomes, skills and knowledge required to analyse data from international markets. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals with managerial responsibility for interpreting international trends and market developments, interpreting competitor market performance and reporting on market data. The purpose and intent of reporting on market data is to assist the organisation to target marketing activities and to draw up marketing plans.
No sector assigned
Unit Sector
ELEMENT 1. Interpret trends and market developments
Use statistical analysis of Australian and international market data to interpret international market trends and developments Analyse trends and developments within Australia and relevant international settings for their potential impact on international business activity within target market Identify aspects of culture that may have an impact on international business activity within target market Use measures of central tendency/dispersion and correlations between sets of data for quantitative interpretation of comparative international market data Perform qualitative analysis of comparative international market information as a basis for reviewing business performance in international settings Analyse the international market performance of existing and potential competitors and their products or services to identify potential opportunities or threats Compare international business performance to that of competitors to identify market position Prepare, plot and interpret data for visual presentation Assess visual presentation for potential problems and take corrective action if necessary Ensure report meets organisational requirements in terms of content, format and level of detail Submit report within the required timeframe
2. Interpret competitor market performance
2.1 2.2
3. Report on market data
3.1 3.2 3.3 3.4
Required skills
analytical skills to profile international markets, audiences and segments culturally appropriate communication skills to relate to people from diverse backgrounds evaluation and assessment skills to investigate international business opportunities literacy skills to write reports with complex ideas and concepts technology skills to use a range of software to collect and analyse international market
data.
Required knowledge
cultural, historical, political, economic and general knowledge of international events that identification and overview knowledge of key provisions of relevant legislation from all
may have an impact on international business activity
levels of government that affects business operations, codes of practice and national standards, such as: Customs Act Dangerous Goods Act International Commercial Terms (INCOTERMS) trade modernisation legislation: Customs Legislation Amendment and Repeal Act, Import Processing Charges Act, Customs Depot Licensing Charges Amendment Act Trade Practices Act Warsaw Convention World Trade Organisation determinations sources of external and internal information on international markets research, data analysis and statistical analysis techniques relevant to market data variety of statistical techniques for use in analysing market data.
Statistical analysis may include:
measures of central tendency measures of dispersion nature and degree of relationship between variables normal distribution probability curve sampling time series analysis
Trends and developments may include:
changes in technology demographic trends ecological/environmental trends economic trends (local, regional, national, international) government activities e.g. interest rates, deregulation industrial trends political events such as: wars internal conflicts forthcoming elections social and cultural factors
attitude of overseas countries to Australia and Australians degree of fiscal conservatism or liberalism within culture family structures, and usual purchasers and decision religion values and beliefs
Aspects of culture may include:
makers in families
Measures of central tendency/dispersion and correlations may include:
benchmarking against Australian performance cross-tabulations grouped or ungrouped data inter-firm comparison data international benchmarking mean median mode Z, T and chi square tests benchmarking against Australian performance best practice information inter-firm comparison data international benchmarking
Comparative international market information may include:
cooperative ventures extending, expanding or otherwise changing an existing
business franchising joint ventures new products or services for existing markets new products or services for new international settings or within other regions of existing international settings potential for greater penetration of existing markets with existing products or services strategic alliances
desktop published reports of market data graphical data including pie/bar/column graphs material using a variety of media such as video, audio,
Visual presentation may include:
CD-ROM, photographs, slides, film

analysis of market data to inform the process of targeting
marketing activities and the drawing up of a marketing plan examples where the candidate has analysed and reported on market data, including interpreting trends and market developments and competitor market performance data documentation of results of analysis in a report knowledge of cultural, historical, political, economic and general knowledge of international events that may have an impact on international business activity. Assessment must ensure:
access to an actual workplace or simulated environment access to office equipment and resources access to workplace documents including completed access to information sources used by candidate.
reports
evidence and third party workplace reports of on-the-job performance by the candidate review of comparison of international business performance to that of competitors analysis of responses to case studies and scenarios demonstration of data analysis techniques observation of presentations oral or written questioning to assess knowledge of international markets and strategies assessment of data analysis reports.
BSBMKG517A Analyse consumer behaviour for specific
international markets.
CUS09 Music (Version 1.1) BSBMKG513A Promote products and services to international markets
BSBMKG513A
Unit Descriptor
Promote products and services to international markets

This unit describes the performance outcomes, skills and knowledge required to promote products and/or services of the business within specified international markets. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals with managerial responsibility for promoting products and/or services to international markets. This includes planning, coordinating, reviewing and reporting on promotional activities. Management of promotional activities may involve geographic separation from these activities.
No sector assigned
Unit Sector
ELEMENT 1. Plan promotional activities
Access marketing plan for international business activity to inform planning of promotional activities Access relevant information sources to support planning of promotional activities Identify and assess promotional activities to ensure compatibility with organisational requirements and cultural appropriateness Plan and schedule promotional activities according to the marketing needs of the organisation Determine overall promotional objectives in consultation with designated individuals and groups both in international and domestic settings Ensure time lines and costs for promotion of activities are realistic and consistent with budget resources Develop action plans to provide details of products and/or services being promoted Identify and prepare personnel and resources to support promotional activities, both in international and domestic settings, to facilitate the achievement of promotional goals Identify, agree upon and allocate roles and responsibilities of overseas and domestic personnel for delivery of promotional activities Establish and conduct relationships with targeted groups in overseas settings in a manner which enhances the positive image of the organisation Supervise and support roles and responsibilities of overseas personnel involved in promotional activities Use international business networks to assist in the implementation of promotional activities
2. Coordinate promotional activities
2.1 2.2 2.3 2.4 2.5
3. Review and report on promotional activities
3.1 3.2 3.3 3.4 3.5
Analyse audience feedback and data to determine the impact of the promotional activity on the delivery of products and/or services Assess the effectiveness of planning processes to identify possible improvements in future international promotional activities Collect and provide feedback to personnel and agencies involved in the promotional activity both in international and domestic settings Analyse costs and time lines to evaluate the benefits accruing from the internationally based promotional activities Prepare conclusions and recommendations from verifiable evidence and provide constructive advice on future directions of internationally based promotional activities
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds interpersonal skills to establish rapport and build relationships with clients organisational and time management skills to sequence tasks and meet time lines research, data collection, assessment and evaluation skills to determine appropriate technology skills to record and use information gathered about promotional activities.
promotional activities for international markets
Required knowledge

available overseas media cultural characteristics of groups within target market international business networks marketing strategies and promotional activities identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: bilateral or regional trade agreements occupational health and safety (OHS) Trade Practices Act World Trade Organisation rules.
academics and training providers Austrade and other Australian, state/territory government overseas embassies, consulates, government trade and industry publications
departments and agencies
departments and agencies within Australia and overseas
advertisements client functions demonstration activities distribution of free samples employee functions media announcements product launches web pages access and equity principles and practice allocation of responsibilities for products and/or services confidentiality and security requirements consideration of cultural issues defined resource parameters ethical standards filing and documentation storage processes goals, objectives, plans, systems and processes legal and organisational policy/guidelines and requirements OHS policies, procedures and programs payment and delivery options pricing and discount policies quality and continuous improvement processes and standards quality assurances and/or procedures manuals replacement and refund policy and procedures
Cultural appropriateness refers to:
appropriateness of activity related to the culture of
countries selected for promotion of products and/or services
Designated individuals and groups may refer to:
colleagues committees customers external organisations such as Austrade, state/territory government departments and agencies, chambers of commerce line management supervisor
contractors engaged for specific purposes within management marketing funds organisational personnel both in international and
Personnel and resources may refer to:
promotional activity
domestic settings promotional products samples technology time venue
codes of conduct considerations of cultural issues contractual arrangements with consultants or specialists
hired for promotional activity job description and employment arrangements marketing plans organisation's policy relevant to work role skills, training and competencies supervision and accountability requirements including OHS team structures
formal or informal networks government sponsored networks through Austrade or
International business networks may refer to:
state/territory government agencies, chambers of commerce individuals, groups, organisations personal or business networks professional or trade networks

Feedback may be collected from:
customer/client response data employee data focus groups market share data sales orders word-of-mouth reports

demonstration of planning, coordinating and reviewing of
promotional activities to align with marketing plans and market research undertaken for the international markets selected report detailing promotional activities undertaken and recommendations to inform and guide future promotional activities in international settings knowledge of relevant Australian, international and local legislation. Assessment must ensure:
access to an actual workplace or simulated environment access to workplace documents including completed access to feedback on activity from overseas
reports
personnel/clients.
analysis of responses to case studies and scenarios assessment of written reports on promotional activities direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations promoting goods, services or organisation to international clients or business associations/networks observation of techniques used when undertaking promotional activities oral or written questioning to assess knowledge of cultural characteristics of groups within target market review of action plans developed to provide details of products and/or services being promoted analysis of audience feedback and data assessment of conclusions and recommendations prepared and advice on future directions of internationally based promotional activities.
international business units other marketing units.
CUS09 Music (Version 1.1) BSBMKG514A Implement and monitor marketing activities
BSBMKG514A
Unit Descriptor
Implement and monitor marketing activities

This unit describes the performance outcomes, skills and knowledge required to implement marketing activities described in a marketing plan, to monitor their effectiveness in meeting organisational marketing objectives, and take actions to improve marketing performance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals working in marketing management positions who are responsible for implementing and monitoring organisational marketing strategies. In this role they would usually lead and coordinate a marketing team, implement the marketing plan, monitor the performance of marketing strategies and evaluate their effectiveness. They also involve team members in identifying improvements to marketing strategies and formulating recommendations for future marketing activities.
No sector assigned
Unit Sector
ELEMENT 1. Implement marketing strategies and tactics
1.3 1.4
1.5
Brief stakeholders who participated in the marketing planning process on their implementation roles and responsibilities Identify and brief marketing and non-marketing personnel critical to the success of the marketing plan, on the objectives of the plan, performance measures, and their roles and responsibilities Prioritise marketing strategies and identify resources for their implementation, in accordance with organisational requirements Implement communication and team building strategies to ensure that personnel responsible for each element of the marketing mix work together to meet the organisation's marketing objectives Implement strategies for monitoring marketing activities and analysing marketing performance, in accordance with the marketing plan Monitor and implement promotional activity against communication objectives in the marketing plan Monitor product, pricing and distribution decisions against organisational policy and the objectives of the marketing plan Monitor marketing results against targets in the marketing plan Monitor marketing revenue and costs against budget, and analyse record variations Prepare and present marketing reports that indicate ongoing progress towards marketing objectives
2. Monitor marketing strategies and tactics
2.1 2.2 2.3 2.4 2.5
3. Evaluate and improve marketing performance
3.1 3.2 3.3 3.4 3.5
Regularly assess marketing performance against objectives Identify opportunities for improvement through discussion with customers and personnel responsible for each element of the marketing mix Change business practices in line with changing customer requirements to maintain business relevance and viability Document recommendations for improvement in accordance with organisational requirements Communicate changes to marketing objectives and targets with relevant stakeholders, to facilitate implementation
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds literacy skills to prepare complex reports on marketing performance numeracy skills to analyse marketing performance, revenue and cost teamwork skills to manage a marketing team.
Required knowledge
organisational strategic and marketing objectives, plans and performance measures principles of the marketing mix key provisions of relevant legislation from all forms of government, codes of practice and
national standards that may affect aspects of business operations such as: anti-discrimination legislation and principles of equal opportunity, equity, and diversity ethical principles marketing codes of practice and conduct such as the Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice privacy laws Trade Practices Act.
Board of directors finance staff human resources staff IT staff managers marketing personnel owners production staff supervisors business-to-business marketing direct marketing ideas marketing marketing of goods public sector marketing services marketing telemarketing advertising personnel managers public relations personnel sales manager sales team staff supervisors financial human IT physical technical
Non-marketing personnel may include:
distribution level of service pricing product or service variables such as: design quality range safety features technical features promotion

successfully implementing marketing strategies identified coordinating personnel involved in conducting marketing monitoring, evaluating and reporting on marketing
in an organisation's marketing plan activities
activities against defined objectives modifying marketing activities in line with new or emerging trends.

access to office equipment and resources access to organisational and marketing strategic plans.
analysis of responses to case studies and scenarios assessment of written reports on marketing performance direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job performance by the candidate observation of team management activities observation of presentations on marketing performance reports oral or written questioning review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
Holistic assessment with other units relevant to the
industry sector, workplace and job role is recommended, for example: other marketing units.
CUS09 Music (Version 1.1) BSBMKG516A Profile international markets
BSBMKG516A
Unit Descriptor
Profile international markets

This unit describes the performance outcomes, skills and knowledge required to select and confirm an appropriate international market. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals with managerial responsibility for selecting and confirming appropriate international market/s by identifying the target market, profiling the target market and developing a positioning strategy.
No sector assigned
Unit Sector
ELEMENT 1. Select potential international markets for further investigation
Determine readiness to market products or services internationally List potential international markets for further investigation Identify information sources to inform process for selection of international markets Determine and document criteria to determine suitability of international markets for product or service Access and use information sources to determine suitability of international markets for product or service to be marketed Select international markets for profiling Evaluate and choose approaches to determining and describing the total market within selected countries for a product or service Define the target market for a product or service in terms of prospective users/consumers, the selected market segment/s and cultural appropriateness of the product or service Use segment descriptors to describe the target market Identify available marketing strategic options and select the targeting strategy that best meets the requirements of the marketing plan Check the cultural appropriateness of the chosen targeting strategy using available information sources Describe the total and selected market and the selected market segment/s in the form of a consumer profile Ensure the consumer profile identifies consumer characteristics in standard statistical terms and/or the descriptive terms used in media selection Use demographic data and/or psychographic descriptions in the consumer profile in accordance with the requirements of the marketing plan Ensure the profile meets organisational requirements in terms of language, format, content and level of detail
2. Identify the target market
2.1 2.2
2.3 2.4 2.5 3. Profile the target audience 3.1 3.2 3.3 3.4
4. Develop a positioning strategy
4.1 4.2 4.3
Identify available positioning strategies are and choose a strategy to meet marketing requirements and the consumer profile including the culture of profiled groups Check cultural appropriateness of chosen positioning strategies using available information sources Write a positioning implementation plan in accordance with organisational requirements
Required skills
analytical skills to profile international markets, audiences and segments culturally appropriate communication skills to relate to people from diverse backgrounds evaluation and assessment skills to investigate international business opportunities literacy skills to write reports with complex ideas and concepts research and information-gathering skills to obtain information about prospective technology skills to use a range of software to conduct market profiling activities.
international markets, audiences and segments
Required knowledge cultural aspects relevant to international markets profiled market profiling techniques and related software programs organisational requirements for presentation of completed profile identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: occupational health and safety Privacy Act Trade Practices Act World Trade Organisation determinations sources of external and internal information on international markets.

Determining readiness may include analysing:
available financial resources of own organisation economic conditions within potential international markets existing competitors international standards for product or service knowledge of international laws, conventions and culture links to and networks within international markets organisation's experience and capability to market internationally production capacity and ability to expand capacity as required research capability
advice from: academics chambers of commerce colleagues who are residents or former residents of industry associations other private agencies specialising in international
chosen countries
trade professional advisors senior colleagues technical experts training providers government agencies such as Austrade and state/territory government departments professional libraries reference material (paper-based and internet) within organisation trade journals training providers
capabilities, interests and preferences of own economic considerations such as: economic wealth within selected countries anticipated cost to provide service or product existing competitors operating within selected history of product or service provision within selected relevant international regulations and taxes/duties the trade routes and modes of transport available to
organisation
country/countries country/countries
product or service would attract destination countries
Approaches may include:
identifying consumers with relevant needs identifying current users of the product or service identifying people with related characteristics
Consumers may include:
businesses government agencies households individuals concentrated, differentiated and mass strategies differentiation and segmentation ease of entry growth considerations market share niche markets price sensitivity purchasing power sales volume
Targeting strategy may include:
Statistical terms may include: Demographic data may include:
categories used by the Australian Bureau of Statistics in
collecting and reporting census data age children education first language gender geographic location within country income marital status nationality occupation
Psychographic descriptions may include:
activities interests lifestyle opinions values and attitudes competitive positioning conspicuous positioning image perceptions market follower positions market leader positions me-too positioning prestige and exclusive positioning repositioning service positioning value positioning business-to-business marketing direct marketing ideas marketing marketing of goods public sector marketing services marketing telemarketing
Positioning strategies may include:
Marketing requirements may include:

completed profiles where candidate has documented
potential international markets based on established criteria, targeting strategy, profile of international markets, positioning strategies, and checks for cultural appropriateness of products targeting strategy and positioning strategies which account for cultural differences knowledge of cultural aspects relevant to international markets profiled.

access to an actual workplace or simulated environment access to evidence of completed profiles access to relevant sources of information to develop
profiles.
evidence and third party workplace reports of on-the-job performance by the candidate review of consumer profiles analysis of responses to case studies and scenarios observation of demonstrated international market profiling, targeting and segmentation techniques observation of presentations on international marketing profiles developed oral or written questioning to assess knowledge of international markets assessment of positioning implementation plan.
BSBMKG517A Analyse consumer behaviour for specific
international markets.
CUS09 Music (Version 1.1) BSBMKG517A Analyse consumer behaviour for specific international markets
BSBMKG517A
Unit Descriptor
Analyse consumer behaviour for specific international markets

This unit describes the performance outcomes, skills and knowledge required to analyse consumer behaviour for specific international markets. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals with managerial responsibility for confirming the target market, assessing the current level of consumer interest, and developing and documenting recommended marketing strategies.
No sector assigned
Unit Sector
ELEMENT 1. Confirm the target market
Identify the market or market segment for a product or service in accordance with the marketing plan Identify aspects of culture that may have an impact on international marketing of products or services within target market Identify consumer attributes for the market or market segment from the market profile Identify features of the products or services in accordance with the marketing plan Investigate consumer need for the products or services through analysis of trends and past performance of products and services both within Australia and within relevant international settings Review past marketing, including plans, strategies and campaigns or positioning of products or services in relation to the effectiveness of its focus of appeal both within Australia and within relevant international settings Assess individual, social and cultural influences on consumer behaviour and estimate their impact for products or services Assess lifestyle influences on consumer behaviour and estimate their impact for products or services Assess organisational behaviour in relation to products or services in accordance with the marketing plan
2. Assess current level of consumer interest
2.1
2.2
2.3 2.4 2.5
3. Recommend marketing strategies
3.1 3.2
3.3
Ensure marketing strategies address innate and acquired needs of consumers and appeal to the motives that influence decision making Present a rationale for the focus of appeal and outline how influences on consumer behaviour and cultural considerations will be used to target effective marketing strategies Ensure the focus of appeal meets the legal and ethical obligations and the budgetary requirements of the marketing plan, and check for cultural appropriateness
Required skills
analytical skills to profile international markets, audiences and segments culturally appropriate communication skills to relate to people from diverse backgrounds evaluation and assessment skills to analyse consumer behaviour literacy skills to write reports with complex ideas and concepts research and information-gathering skills to obtain information about prospective technology skills to use a wide range of software.
international markets, audiences and segments
Required knowledge cultural aspects relevant to international markets profiled market analysis techniques organisational requirements for presentation of completed profile identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: occupational health and safety privacy Trade Practices Act World Trade Organisation determinations software tools to analyse consumer behaviour sources of external and internal information on international markets.

Aspects of culture may include:
attitude of overseas countries to Australia and Australians degree of fiscal conservatism or liberalism within culture family structures, and usual purchasers and decision religion values and beliefs
makers in families
business-to-business marketing direct marketing e-business ideas marketing marketing of goods public sector marketing services marketing telemarketing attitudes beliefs learning past experience perception personality self-image values culture family background family decision maker/s social class socioeconomic factors
Individual influences may include:
Social and cultural influences may include:
Lifestyle influences may include:
aspirations interests leisure activities
Organisational behaviour may include:
contract buying group decision making modified re-purchase new purchases re-purchase
Legal and ethical obligations may include:
Australian, international and local context of legal and
ethical obligations codes of practice cultural expectations and influences ethical principles legislation policies and guidelines regulations social responsibilities such as protection of children and environmental issues societal expectations
appropriateness of service or product in relation to the
Cultural appropriateness may include:
culture of countries selected for marketing

completed marketing strategies where candidate has
documented process to confirm target market, assessed current level of consumer interest and used this analysis process to document recommended marketing strategies that are culturally appropriate to the selected international markets knowledge of cultural aspects relevant to international markets profiled. Assessment must ensure:
access to an actual workplace or simulated environment access to completed marketing strategies and other access to information sources used by candidate.
relevant workplace documents
evidence and third party workplace reports of on-the-job performance by the candidate review of past marketing analysis of responses to case studies and scenarios demonstration of market analysis techniques observation of demonstrated international market analysis techniques observation of presentations on consumer behaviour characteristics in target international markets oral or written questioning to assess knowledge of international markets and strategies assessment of written reports analysing consumer behaviour.
BSBMKG516B Profile international markets.
CUS09 Music (Version 1.1) BSBMKG603B Manage the marketing process
BSBMKG603B
Unit Descriptor
Manage the marketing process

This unit describes the performance outcomes, skills and knowledge required to strategically manage the marketing process and marketing personnel within an organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to senior marketing professionals who are responsible for managing the overall marketing process of an organisation and for managing marketing personnel. Typically they would manage a portfolio of products or services across the organisation, rather than a single product or few products. This unit targets more senior personnel who have a wider scope of marketing activities for a greater number of products or services, than BSBMKG514A Implement and monitor marketing activities.
Unit Sector
No sector assigned
ELEMENT 1. Manage marketing performance
Manage marketing effort to ensure it is directed towards areas of greatest potential for the organisation Manage integration of marketing, promotional and sales activities in accordance with strategic marketing objectives Monitor product, distribution, pricing and marketing communication policies in relation to market changes, marketing plan objectives and organisational requirements Use marketing metrics and monitor overall marketing progress against performance targets to ensure activity, quality, cost, and time requirements are met Communicate strategic marketing objectives across the organisation in ways suited to levels of knowledge, experience and specific needs of personnel Identify and agree roles, responsibilities and accountabilities of staff and contractors involved in all elements of marketing effort Develop communication strategy to ensure that personnel responsible for each element of the marketing mix work together to meet organisation's marketing objectives Provide mentoring, coaching and feedback to support individuals and teams to achieve agreed objectives and to use resources to the required standard Identify individual and team performance, and instigate corrective action promptly to safeguard marketing outcomes
2. Manage marketing personnel
2.1 2.2 2.3 2.4 2.5
3. Evaluate and improve strategic marketing performance
3.1 3.2 3.3 3.4 3.5
Analyse marketing outcomes, review strategic objectives and marketing metrics, and revise if required Analyse successes and performance gaps in relation to cause and effect, and use this information to improve strategic performance Analyse over-performance against targets for trends and set new targets Analyse changes in market phenomena, and identify and document their impact on strategic marketing objectives Document review of marketing performance against key performance indicators in accordance with organisational requirements
Required skills
communication skills to consult with marketing managers, supervisors, and workgroup innovation and creativity skills to revise strategies so that marketing objectives are met
members
and exceeded leadership and teamwork skills to effectively lead and manage marketing team members in an organisation literacy skills to identify strategic information and to write in a range of styles for different audiences numeracy skills to analyse data. Required knowledge
national standards that may affect aspects of business operations such as: anti-discrimination legislation and principles of equal opportunity, equity, and diversity Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice Australian E-commerce Best Practice Model Australian Government Policy Framework for Consumer Protection in Electronic Commerce confidentiality requirements copyright laws defamation laws Free TV Australia Commercial Television Industry Code of Practice privacy laws sweepstakes regulations Trade Practices Act economic, social and industry directions, trends and practices organisational structures, roles, responsibilities and policies industry product and service knowledge principles of marketing, strategic analysis and strategic management statistical and data evaluation techniques to measure marketing performance.
distribution level of service pricing promotion product or service variables such as: design quality range safety features technical features

monitoring marketing performance across an organisation
by comparing performance against key performance indicators in the marketing plan effectively communicating marketing objectives to relevant personnel in accordance with organisation requirements providing feedback, mentoring and coaching to staff, as appropriate taking action to capitalise on or minimise over- or under-performance against marketing objectives. Assessment must ensure:
analysis of responses to case studies and scenarios assessment of written reports on marketing activities and direct questioning combined with review of portfolios of
performance against key performance indicators
evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations on marketing performance oral or written questioning to assess knowledge and understanding review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
CUS09 Music (Version 1.1) BSBMKG605B Evaluate international marketing opportunities
BSBMKG605B
Unit Descriptor
Evaluate international marketing opportunities

This unit describes the performance outcomes, skills and knowledge required to evaluate the international environment, to identify market factors and risks, and to assess the viability of international marketing opportunities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to senior marketing or management personnel who are required to evaluate the international business environment in preparation for entering an international or export market for the first time, or to identify new marketing opportunities in markets in which their organisation already has a presence. This unit is different to BSBMKG501B Identify and evaluate marketing opportunities, which applies to senior marketing or general managers evaluating domestic marketing opportunities. While the underlying principles of the units are similar, this unit covers the increased complexity of the global business environment, and the cultural differences and international trade agreements to be addressed when conducting business internationally.
Unit Sector
No sector assigned
ELEMENT 1. Review the global market environment
1.3 1.4
Assess international trade patterns and identify their likely importance for the business Research international business and electronic commerce market factors and assess opportunities to enter, shape or influence the market in terms of likely contribution to the business Identify international markets operating under free trade or protectionist arrangements and estimate likely ease of entering and trading successfully Identify international trade policies and agreements and estimate their likely impact on international marketing opportunities Identify and analyse impact of economic, political, social and cultural factors affecting international market on international marketing opportunities Investigate international market trends and developments to identify market needs relative to the business Identify new and emerging business and electronic commerce markets, and assess opportunities to enter, shape or influence markets in terms of their fit with business goals and direction, and their likely contribution to the business
2. Assess international business and electronic commerce market factors
2.1 2.2 2.3
3. Identify risk factors for international marketing opportunities
3.1 3.2 3.3
Analyse and rate acceptability of political, financial stability and corruption risk factors for potential market Analyse and rate acceptability of legal and regulatory requirements, and trade barriers for potential market Relate risk factors to international business cycles in terms of economic conditions and estimate their impact on potential market Identify and analyse international marketing opportunities in terms of their likely fit with the organisation's goals and capabilities Evaluate each opportunity to determine its impact on current business and customer base Use an assessment of costs, benefits, risks and opportunities to determine financial viability of each marketing opportunity Determine probable return on investment and potential competitors Describe and rank marketing opportunities in terms of viability and likely contribution to the business
4. Investigate international business and electronic commerce marketing opportunities
4.1 4.2 4.3 4.4 4.5
Required skills
communication skills to gather information and to communicate with cultural sensitivity culturally appropriate communication skills to relate to people from diverse backgrounds literacy skills to read and interpret information from a variety of sources research, information management and evaluation skills to determine viable international
business opportunities through careful analysis of market and risk factors technology skills to use a range of office equipment and software when conducting electronic commerce. Required knowledge
Australian Standards and international standards, including those covering: environmental matters human rights labour relations packaging risk management cross-cultural communication and negotiation styles relevant to the country or countries global and country specific economic, social and industry directions, trends, practices Organisation for Economic Co-operation and Development (OECD) International Australian Government Policy Framework for Consumer Protection in Electronic
being considered for market entry or for further market penetration and techniques
Guidelines for Consumer Protection in the Context of Electronic Commerce
Commerce Australian Guidelines for Electronic Commerce key provisions of relevant legislation from all forms of government, codes of practice and national and international standards that may affect aspects of business operations within Australia and internationally, such as: anti-discrimination legislation consumer laws ethical principles extra-territoriality provisions of the Trade Practices Act foreign investment limits labour laws legal aspects of bilateral and multi-lateral trade agreements privacy laws taxation laws World Trade Organization (WTO) dispute resolution system organisational business and marketing plans, products and services software applications used in conducting international electronic commerce.
International business and electronic commerce market factors may include:
cost of funds cultural and political groupings currency exchange rates customer service factors distribution channels geographical groupings government assistance growth factors incentives industrial structure interest rates investment rates level of economic development online customer groupings political systems social and cultural factors tariffs technology and telecommunications infrastructure trade groupings trade relations with Australia trade restrictions virtual communities
International trade policies and agreements may include:
customs unions bilateral trade agreements such as: Australia-US Free Trade Agreement (AUSFTA) Singapore-Australia Free Trade Agreement (SAFTA) Thailand-Australia Free Trade Agreement (TAFTA) Australia-New Zealand Closer Economic Relations multi-lateral trade agreements such as the WTO
Trade Agreement (ANZCERTA)
agreements for goods, services and intellectual property, including: agriculture air transport anti-dumping measures customs valuation methods financial services health regulations for farm products import licensing investment measures movement of natural persons preshipment inspection product standards rules of origin safeguards shipping subsidies and counter measures telecommunications textiles and clothing other multi-lateral trade agreements such as: European Union trade regulations International marketing opportunities may include:

agents direct investment exporting intermediaries joint ventures licensing online business opportunities strategic alliances behaviours currency customs family role and status language legal system political system preferences social values traditions
Social and cultural factors may include:
Risk factors may include:
available technology communication systems corruption risks cultural factors financial stability language factors legal and regulatory requirements legal risks in selling goods and services online to the international market logistics political stability resource availability, sustainability and management resource capability and capacity telecommunications infrastructure trade barriers transportation systems work factors depression prosperity recession recovery
Economic conditions may include:

documenting and presenting an evaluation of various
international marketing opportunities including: analysing the global business environment assessing social, cultural, political and economic factors impacting on the selection of which market opportunities to select conducting a risk assessment for each opportunity considered analysing the financial viability of selected international marketing opportunities

access to information sources on countries and markets access to office equipment and resources access to examples of previous international marketing
being considered for entry or further penetration
evaluation documents, strategic plans and marketing plans.
analysis of responses to case studies and scenarios assessment of written reports on evaluation and selection direct questioning combined with review of portfolios of
of marketing opportunities
evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations on market evaluation activities observation of techniques used to identify and assess risks, and to financially analyse possible market opportunities oral or written questioning to assess knowledge and understanding review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers
BSBMKG606B Manage international marketing programs other marketing units.
CUS09 Music (Version 1.1) BSBMKG606B Manage international marketing programs
BSBMKG606B
Unit Descriptor
Manage international marketing programs

This unit describes the performance outcomes, skills and knowledge required to formulate, assess, strategically manage, evaluate and improve international marketing programs. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to senior marketing or management personnel who are required to manage international marketing activities including evaluating international marketing opportunities, setting marketing objectives and determining the approach and operational structure for an organisation marketing internationally. Individuals undertaking this unit are also required to manage a team of people implementing international marketing opportunities, including monitoring, evaluating and improving activities as required. BSBMKG605B Evaluate international marketing opportunities, may be undertaken before or in conjunction with this unit.
Unit Sector
No sector assigned
ELEMENT 1. Formulate international marketing objectives
1.3 1.4
Select viable international marketing opportunities and develop objectives that are consistent with the organisation's capabilities and resources Identify measurable international marketing objectives that are consistent with the organisation's strategic direction, and identify the nature and extent of what is to be achieved in the international market Formulate strategic objectives and related key performance indicators by product, service, country or international grouping, and overall Develop a risk management strategy to manage contingencies and ensure marketing objectives are met in accordance with overall organisational requirements Research international marketing opportunities and determine global or customised approaches for promotion of products or services Evaluate options for choice of marketing approaches Select a marketing approach that meets marketing objectives, international market conditions and consumer preferences
2. Determine international marketing approach
2.1 2.2 2.3
3. Determine operational structures
3.1 3.2 3.3
Evaluate business culture and consumer preferences, and identify compatible marketing structures Identify options for operational marketing structure and rank them in terms of their strengths and weaknesses in servicing international markets Choose an operational structure that best fits the international market and product or service Communicate international marketing objectives across the organisation in ways suited to culture, customs, levels of knowledge, experience and needs of personnel Identify and agree roles, responsibilities and accountabilities of staff and contractors involved in all elements of marketing effort Develop a communication strategy to ensure that personnel responsible for each element of marketing mix work together to meet organisation's marketing objectives Manage marketing effort to ensure it is directed towards areas of greatest potential for the organisation Manage integration of marketing, promotional and any sales activities in accordance with international marketing objectives Monitor product, pricing and distribution policies in relation to market changes, objectives of marketing plan and organisational requirements Monitor overall marketing progress against performance targets to ensure activity, quality, cost, and time requirements are met Analyse, review and revise marketing outcomes and objectives Analyse successes and performance gaps as to cause and effect, and use them to improve international marketing performance Analyse changes in market phenomena, and identify and document their potential impact on international marketing objectives Document the review of marketing performance against key performance indicators in accordance with organisational requirements
4. Manage international marketing performance
4.1 4.2 4.3 4.4 4.5
5. Evaluate and improve international marketing performance
5.1 5.2 5.3 5.4 5.5 5.6
Required skills
communication skills to gather information and communicate with cultural sensitivity culturally appropriate communication skills to relate to people from diverse backgrounds literacy skills to read and interpret information from a variety of sources numeracy and financial skills to determine budgets and financial viability of international
marketing activities research, information management and evaluation skills to determine viable international business opportunities through careful analysis of market and risk factors technology skills to use a range of office equipment and software when conducting electronic commerce. Required knowledge
Australian E-commerce Best Practice Model Australian Government Policy Framework for Consumer Protection in Electronic Australian Standards and international standards, including: environmental standards human rights labour relations packaging risk management cross-cultural communication and negotiation styles relevant to the country/ies where global and country specific economic, social and industry directions, trends, practices key provisions of relevant legislation from all forms of government, codes of practice and
Commerce
international marketing activities take place and techniques
national standards that may affect aspects of business operations within Australia and internationally, such as: anti-discrimination legislation consumer laws ethical principles extra-territoriality provisions of the Trade Practices Act foreign investment limits labour laws legal aspects of bilateral and multi-lateral trade agreements privacy laws taxation laws World Trade Organization (WTO) dispute resolution system Organisation for Economic Co-operation and Development (OECD) International Guidelines for Consumer Protection in the Context of Electronic Commerce organisational business and marketing plans, products and services software applications used in conducting international electronic commerce.
International grouping may include:
cultural groupings geographical groupings online virtual communities political groupings trade groupings risk analysis risk assessment and prioritisation risk identification risk maintenance risk treatment and controls risk evaluation risk monitoring monitoring risks making adjustments to risk treatments and controls customised global online product or promotion adaptation product or promotion standardisation segmentation by criteria which are: behaviouristic demographic end use geographic operational psychographic export operation global organisation joint venture licensing multi-national organisation online business operation overseas branch strategic alliance subsidiary company
Risk management strategy may include:
Marketing approaches may include:
Operational marketing structure may include:
Strengths and weaknesses may include:
accessibility distribution channels financial factors manufacturing capability market capability potential profit factors research capability resource commitment risk control
distribution level of service pricing product or service variables such as: design quality range safety features technical features promotion

documenting and presenting: international marketing objectives selected marketing approach creation of an operational structure effectively managing international marketing activities monitoring and evaluating international marketing
performance, and making any necessary adjustments as required formulating suggestions on how marketing activities could be affected in the future.

access to office equipment and resources access to organisational strategic and marketing plans,
and other relevant documents.
analysis of responses to case studies and scenarios assessment of written reports demonstration of performance management, financial risk
or other management techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to assess knowledge and understanding review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
BSBMKG603B Manage the marketing process BSBMKG605B Evaluate international marketing
opportunities other marketing units management units.
CUS09 Music (Version 1.1) BSBMKG607B Manage market research
BSBMKG607B
Unit Descriptor
Manage market research

This unit describes the performance outcomes, skills and knowledge required to prepare for, manage and evaluate market research projects across an organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to senior marketing professionals who are responsible for preparing market research plans for implementation, engaging external consultants, managing market research activity, and evaluating research processes and findings across an organisation.
No sector assigned
Unit Sector
ELEMENT 1. Prepare market research plans for implementation
Determine research policies and procedures Develop or commission and review a market research project plan and detailed work plans to point of finalisation Execute processes to obtain required resources to implement a market research project plan and work plans Identify requirements for external consultants from market research project plan Specify goods and services required to implement plans, and detail criteria for selection Identify, evaluate and select potential consultants or other providers of required goods and services Contract selected consultants or providers of goods and services Monitor work plan activity to ensure adherence to market research project plan and work plans, and consistency with organisational market research policy and procedures Manage external consultants or service providers to ensure performance is in line with expectations and contractual requirements
2. Engage external consultants or service providers
2.1 2.2 2.3 2.4
3. Manage market research activity
3.1
3.2
4. Evaluate research processes and findings
4.1 4.2 4.3 4.4 4.5 4.6
Confirm validity of information and data obtained by market research Review relevance and usefulness of findings against research objectives outlined in market research project plan Assess performance of project against all relevant elements of market research project plan and work plans Measure stakeholder satisfaction with research process and findings Prepare reports on future improvements to research process Implement revised policy and practices in accordance with organisational requirements
Required skills
communication and interpersonal skills to establish rapport and build relationships with creativity and innovation skills to design market research project plan information management skills to collate and extract relevant findings from information management skills to monitor work plans problem-solving skills to deal with complex planning and implementation leadership and teamwork skills to manage others within the organisation and external
clients and external contractors; and to liaise with stakeholders collected
contractors conducting market research activity.
Required knowledge
principles and practices of market research including: data processing methods and data analysis techniques project design to meet given budgets and other resource constraints qualitative and quantitative research design of samples development and application of hypotheses role of research in enterprise development use of survey instruments project management principles and practices including for: consultation and stakeholder involvement development of policies and procedures methods of action to ensure performance monitoring of time lines, budgets and other implementation plans organisational procedures for engagement of consultants key provisions of relevant legislation from all forms of government, codes of practice and
national standards that may affect aspects of business operations such as: confidentiality requirements copyright laws defamation laws privacy laws sweepstakes regulations Trade Practices Act economic, social and industry directions, trends, and practices; organisational structures, roles, responsibilities and policies; industry product and service knowledge.
Research policies and procedures may include:
measures taken to ensure quality of data and to set
validity and reliability requirements occupational health and safety procedures, practices, policies and precautions opportunities for involvement of enterprise staff and other stakeholders performance indicators, targets and specifications privacy and confidentiality guidelines, and ethical considerations procedures to accurately document findings and to ensure accuracy is being attained relevant national, state and local legislation
Finalisation may include:
additional detail on any matter of operations that was not
required for approved plans but is required for action by researchers or other relevant personnel
Processes to obtain required resources may involve:
liaison and negotiation with key stakeholders organisational procedures and requirements for obtaining
resources written and oral submissions for resources
Monitoring work plan activity may include:
amending work plan if necessary documenting what is required of researchers, by when
and with what resources conducting meetings, briefings or providing direct supervision providing opportunities for feedback, support, advice and debriefing for research workers developing and implementing procedures for regular reviews of progress

Board chief executive officer management committee marketing personnel other managers owners production staff senior management team supervisors team members

preparing at least one market research plan developing specifications for research components managing market research activities in accordance with evaluating research processes and findings against
outsourced to external consultants as appropriate
organisational market research policy and procedures relevant market research project plan and work plans findings.
preparing and presenting a report on market research

access to an actual workplace or simulated environment access to office equipment and resources access to previous market research plans and exemplars
of market research project specifications.
assessment of written reports evaluating market research direct questioning combined with review of portfolios of
activities
evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to assess knowledge and understanding review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
CUS09 Music (Version 1.1) BSBMKG608A Develop organisational marketing objectives
BSBMKG608A
Unit Descriptor
Develop organisational marketing objectives

This unit describes the performance outcomes, skills and knowledge required to conduct a strategic analysis to develop organisational marketing objectives. This involves reviewing the organisation's internal and external environments, evaluating past and current marketing performance, and exploring and evaluating new marketing opportunities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to senior marketing professionals who are responsible for providing strategic direction to the marketing function of an organisation. Their responsibilities include analysing information on the internal and external business and marketing environment; examining current marketing performance; identifying new marketing opportunities arising from emerging trends; and devising strategies to achieve overall business objectives. Individuals operating at this level will generally conduct these activities using information gathered by people working under their direct and indirect supervision at lower levels of the organisation. This unit should be assessed either before or in conjunction with BSBMKG609A Develop a marketing plan, which covers the skills and knowledge to devise specific marketing strategies and tactics arising from formulation of marketing objectives.
Unit Sector
No sector assigned
ELEMENT 1. Identify strategic direction
Confirm organisation's mission, vision, purpose and values from current organisational materials or from owners, directors or senior management Analyse strategic organisational documents to identify organisational directions and targets Complete a situational analysis that identifies factors impacting on the direction and performance of the business Identify legal and ethical requirements for the organisation Document and confirm the strategic direction of the organisation with owners, directors or senior management, and identify its impact on marketing activities
2. Review marketing performance
2.1 2.2 2.3 2.4
Evaluate the effectiveness of previous marketing and positioning strategies to identify lessons learned Analyse current key products or services and major markets for strengths, weaknesses, opportunities and threats Evaluate previous marketing opportunities captured by the organisation, and examine and document their profitability Evaluate marketing performance against previous objectives, targets to identify critical success factors, and areas for improvement Identify and analyse marketing opportunities in terms of their viability and likely contribution to the business Use an assessment of external factors, costs, benefits, risks and opportunities to determine the scope of each marketing opportunity Analyse opportunities in terms of their likely fit with organisational goals and capabilities Evaluate each opportunity to determine its likely impact on current business and customer base Develop objectives in consultation with key internal stakeholders that are attainable and measurable, and that identify the nature and extent of what is to be achieved Ensure objectives are consistent with the forecast needs of the business and the market Ensure objectives are compatible with the organisation's projected capabilities, resources and financial position Ensure objectives are compatible with the organisation's direction and purpose, and meet legal and ethical requirements Formulate long term strategic objectives and related key performance indicators by product or service, market segment and overall Develop a risk management strategy to identify risks and manage contingencies, and to ensure that marketing objectives are met in accordance with overall organisational requirements Document marketing objectives
3. Scope marketing opportunities
3.1 3.2 3.3 3.4
4. Formulate marketing objectives
4.1
4.2 4.3 4.4 4.5 4.6
4.7
Required skills
communication skills to question, clarify and report information management skills to extract relevant details when conducting strategic literacy skills to write in a range of styles for different audiences, and to interpret legal numeracy skills to analyse marketing performance data.
analysis
requirements and strategic organisational documents
Required knowledge
financial management techniques key provisions of relevant legislation from all forms of government, codes of practice and
national standards that may affect aspects of business operations such as: Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice Australian E-commerce Best Practice Model Australian Government Policy Framework for Consumer Protection in Electronic Commerce confidentiality requirements copyright laws defamation laws Free TV Australia Commercial Television Industry Code of Practice anti-discrimination legislation and principles of equal opportunity, equity, and diversity privacy laws sweepstakes regulations Trade Practices Act organisational structure, policies, procedures, products or services and overall strategic plans principles and concepts of marketing and evaluation methodologies strategic, operational and tactical analysis techniques.
Strategic organisational documents may include:
annual reports codes of practice company policy customer service charter security and privacy policies strategic marketing plans strategic plans
Situational analysis may include:
collaborators analysis competitive analysis environmental analysis market analysis market measurements productivity or profitability analysis codes of practice cultural expectations and influences environmental issues ethical principles health and safety of workplace personnel legislation policies and guidelines regulations security and privacy issues social responsibilities societal expectations
Legal and ethical requirements may include:
Evaluating marketing performance may include:
comparative analysis competitive analysis life cycle models product portfolio analysis strengths, weaknesses, opportunities, threats (SWOT) analysis value chain analysis

Key internal stakeholders may include:
Board of directors finance staff human resources staff IT staff managers marketing personnel owners production staff supervisors

developing marketing objectives for an organisation
including: undertaking strategic analysis reviewing current marketing performance formulating short and long term marketing objectives developing a marketing risk management strategy. Assessment must ensure:
access to office equipment and resources access to examples of previous strategic and marketing
strategic, analyses and plans.
analysis of responses to case studies and scenarios assessment of written reports on strategic analysis direct questioning combined with review of portfolios of
conducted and formulated objectives
evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations on marketing performance and objectives oral or written questioning review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
BSBMKG609A Develop a marketing plan other marketing units.
CUS09 Music (Version 1.1) BSBMKG609A Develop a marketing plan
BSBMKG609A
Unit Descriptor
Develop a marketing plan

This unit describes the performance outcomes, skills and knowledge required to research, develop and present a marketing plan for an organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals working in senior marketing positions who are responsible for formulating a marketing plan by developing specific marketing strategies and tactics in accordance with the organisation's overall marketing objectives. Individuals operating at this level may receive input from people working under their supervision who collect information required to devise specific marketing strategies and tactics. This unit builds on BSBMKG608A Develop organisational marketing objectives, which covers the skills and knowledge required to conduct a strategic analysis to formulate organisational marketing objectives.
Unit Sector
No sector assigned
ELEMENT 1. Devise marketing strategies
Evaluate marketing opportunity options that address organisational objectives, and evaluate their risks and returns in the selection process Develop marketing strategies that address strengths and opportunities within the organisation's projected capabilities and resources Develop strategies which increase resources or organisational expertise where gaps exist between current capability and marketing objectives Develop feasible marketing strategies and communicate reasons that justifies their selection Ensure strategies align with organisation's strategic direction Develop a marketing performance review strategy, incorporating appropriate marketing metrics to review of organisational performance against marketing objectives
2. Plan marketing tactics
2.1 2.2 2.3 2.4 2.5
Detail tactics to implement each marketing strategy in terms of scheduling, costing, accountabilities and persons responsible Identify coordination and monitoring mechanisms for scheduled activities Ensure tactics are achievable within organisation's projected capabilities and budget Ensure tactics meet legal and ethical requirements Ensure tactics provide for ongoing review of performance against objectives and budgets, and allow marketing targets to be adjusted if necessary Ensure marketing plan meets organisational, as well as marketing, objectives and incorporates marketing approaches and a strategic marketing mix Ensure marketing plan contains a rationale for objectives and information that supports the choice of strategies and tactics Present marketing plan for approval in the required format and timeframe Adjust marketing plan in response to feedback from key stakeholders and disseminate for implementation within the required timeframe
3. Prepare and present a marketing plan
3.1 3.2 3.3 3.4
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds leadership skills to gain trust and confidence of colleagues and clients literacy skills to identify company and product or service information, to interpret
strategic reports, to write in a range of styles for different audiences and to interpret legal requirements, company policies and procedures numeracy skills to analyse, create and manage budgets for marketing activities organisational and time management skills to sequence tasks and meet time lines presentation and facilitation skills to present a marketing plan. Required knowledge
organisational structure, products and services, overall strategic and marketing key provisions of relevant legislation from all forms of government, codes of practice and
objectives
national standards that may affect aspects of business operations such as: anti-discrimination legislation and principles of equal opportunity, equity, and diversity Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice Australian E-commerce Best Practice Model Australian Government Policy Framework for Consumer Protection in Electronic Commerce confidentiality requirements copyright laws defamation laws Free TV Australia Commercial Television Industry Code of Practice privacy laws sweepstakes regulations Trade Practices Act industry products and services knowledge.
Marketing opportunity options may include:
cooperative ventures exports extending, expanding or otherwise changing an existing
business franchising joint ventures new businesses new products or services for existing markets new products or services for new markets potential for greater penetration of existing markets with existing products or services strategic alliances take-overs

Marketing strategies may include:
achieving lower costs of production and distribution than creating a very different product line or service so that the
competitors
business becomes a class leader in the industry distribution pricing, presentation and display of products or services product design and packaging product range and mix promotion and advertising pursuing cost leadership or product differentiation within a specialist market segment
Marketing performance review strategy may include:
comparative analysis competitive analysis life cycle models product portfolio analysis strengths, weaknesses, opportunities, threats (SWOT) analysis value chain analysis

codes of practice cultural expectations and influences environmental issues ethical principles legislation policies and guidelines regulations safety issues security and privacy issues social responsibilities societal expectations differentiated target marketing direct marketing direct response marketing e-business mass distribution mass marketing personal selling product variety marketing promotion marketing
Marketing approaches may include:
product or service variables such as: technical features design quality range safety features pricing promotion distribution level of service

devising, documenting and presenting a marketing plan
detailing approaches and the marketing mix to achieve organisational marketing objectives.

access to office equipment and resources access to strategic plans and marketing objectives.
assessment of written marketing plans outlining
marketing strategies and tactics to be used in achieving organisational marketing objectives demonstration of techniques used to develop marketing strategies in conjunction with relevant persons direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentation of marketing plan to relevant persons oral or written questioning review of testimony from team members, colleagues, supervisors or managers.
BSBMKG608A Develop organisational marketing other marketing units.
objectives
CUS09 Music (Version 1.1) BSBMKG610A Develop, implement and monitor a marketing campaign
BSBMKG610A
Unit Descriptor
Develop, implement and monitor a marketing campaign

This unit describes the performance outcomes, skills and knowledge required to design marketing campaigns, to implement campaigns and to analyse the success of a campaign. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to marketing campaigns conducted in support of enterprise or client marketing activities which involve a unique set of resourcing, planning and implementation activities. Competence in this unit requires designing, implementing, monitoring, analysing and reviewing the success of a marketing campaign This role may be undertaken by staff with managerial responsibility or specialist staff (campaign manager, operations manager), depending on size and structure of the organisation.
Unit Sector
No sector assigned
ELEMENT 1. Design a campaign
Identify critical campaign design features from business needs and objectives Develop campaign objectives Identify required campaign resources Establish appropriate organisational, team and individual targets Develop campaign procedures for all relevant parties Confirm campaign design by consulting with stakeholders Identify technical requirements to support campaign Ensure campaign design complies with relevant legislation and regulatory codes Use project management tools effectively Establish real-time campaign monitoring and reporting Accurately analyse campaign results at regular intervals Conduct effective campaign debriefing with staff and key stakeholders Map existing fulfilment processes Collect comprehensive data on campaign fulfilment performance Conduct effective process improvement analysis Establish appropriate new processes or standards Specify and establish an appropriate tracking mechanism
2. Implement campaign and monitor outcomes
2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 3.5
3. Analyse fulfilment processes
4. Present campaign results to relevant business units
4.1 4.2 4.3 4.4
Conduct an effective written and oral presentation Focus on critical aspects of the campaign in the presentation Clearly communicate required action of other parties Communicate and resolve campaign process concerns and issues Collect relevant campaign data Accurately calculate cost of calls and other transactions Accurately assess immediate and longer term financial gains of campaign Communicate appropriate performance and financial results to relevant parties
5. Prepare campaign costbenefit analysis
5.1 5.2 5.3 5.4
Required skills
analytical skills to analyse workplace information and data, and to make observations of
workplace tasks and interactions with people, their activities, equipment, environment and systems communication skills to conduct formal and informal meetings and to communicate with personnel at all levels consultation and negotiation skills to develop and implement plans and campaigns effectively financial skills to manage budgetary resources information technology skills to effectively manage and analyse data interpersonal skills to establish rapport; to build relationships with clients, team members and stakeholders; to establish relevant networks leadership skills to gain trust and confidence of colleagues and clients numeracy skills to analysis data to determine success presentation skills to develop and present reports or presentations which deal with complex ideas and concepts, and to articulate ideas and information effectively problem-solving skills to create innovative solutions to issues that arise project management skills to design and implement campaigns within project management guidelines. business objectives and requirements campaign design and evaluation principles competitor activity and products/services customer contact technology and databases legislation, regulatory and organisational requirements operational budget and business planning organisational communication methods.
Required knowledge

Campaign may include:
courtesy/follow-up calls data collection loyalty program re-contracting retention offers sales value add services
billing company for which campaign is being undertaken (under
outsourcing arrangements) credit and collections executive own sales and support team sales and marketing consumer credit codes Do Not Call Register industry specific codes marketing codes Privacy Act Trade Practices Act
Relevant legislation and regulatory codes may include:
Project management tools may include:
application of quality processes generic management tools purpose built campaign management tools risk assessment and management standard project management practices after sales support billing data entry despatch of field staff despatch of necessary documentation and collateral establishment of new or renewed contract provisioning of new services supply and delivery of new product
Fulfilment processes may include:
Process improvement analysis may include:
after sales support analysis of extra calls generated by campaign analysis of reliability and performance of fulfilment
process customer satisfaction surveying modifications that can be adopted for future campaigns overall results against targets performance and results of individuals and teams quality of databases and data integrity review of processes used sales conversion rate analysis stakeholder feedback (including team, sales and marketing)

designing, implementing, controlling, monitoring and knowledge of relevant legislation, regulatory and
reviewing a marketing campaign organisational requirements.

access to workplace information and data access to information and databases for analysis
activities access to relevant legislation, regulations, standards and guidelines access to stakeholder feedback.
evidence and third party workplace reports of on-the-job performance by the candidate review of campaign project plan review of communication plan review of documentation of processes and technical requirements review of campaign reporting analysis of campaign results (against target) review of process improvement plan oral and/or written questioning to assess knowledge of stakeholder feedback review of analysis and valuation of campaign processes.
BSBCCO605A Develop and maintain a customer contact
marketing strategy.
CUS09 Music (Version 1.1) BSBOHS201A Participate in OHS processes
BSBOHS201A
Unit Descriptor
Participate in OHS processes

This unit describes the performance outcomes, skills and knowledge required to participate in workplace occupational health and safety (OHS) processes to protect workers own health and safety, and that of others. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who require a fundamental knowledge of OHS to carry out their own work which may be in a defined context under direct supervision or with some individual responsibility. This unit has broad applicability across industries and workplace contexts.
No sector assigned
Unit Sector
ELEMENT 1. Work safely
Follow established safety procedures when conducting work Carry out pre-start systems and equipment checks in accordance with workplace procedures Identify designated persons for reporting queries and concerns about safety in the workplace Identify existing and potential hazards in the workplace, report them to designated persons and record them in accordance with workplace procedures Identify and implement workplace procedures and work instructions for controlling risks Report emergency incidents and injuries to designated persons Contribute to workplace meetings, inspections or other consultative activities Raise OHS issues with designated persons in accordance with organisational procedures Take actions to eliminate workplace hazards or to reduce risks Identify and report emergency incidents Follow organisational procedures for responding to emergency incidents
2. Implement workplace safety requirements
2.1 2.2 2.3 2.4
3. Participate in OHS consultative processes
3.1 3.2 3.3
4. Follow safety procedures
4.1 4.2
Required skills
literacy skills to interpret safety signs, symbols and notices problem-solving skills to analyse options in an emergency situation.
Required knowledge
responsibilities of employers and employees under relevant health and safety legislation emergency procedures including procedures for fires and accidents commonly used hazard signs and safety symbols. 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.
Safety procedures may include:
completing required documentation local, state and federal legislation Materials Safety Data Sheets (MSDSs) National Health and Medical Research Council guidelines following OH&S guidelines relevant to workplace maintenance and use of cleaning apparatus in a work environment, such as; disposing of spilled substances, dangerous products, 'sharps' and waste correctly maintaining stocks of cleaning equipment (eg. disposable gloves, liquid repellent aprons, disinfectant) sterilising and/or disposing of cleaning equipment using appropriate cleaning equipment to clean spillages and breakages wearing protective clothing, protective eye wear when in contact with body fluids or chemicals that may splash using and storing toxic and hazardous materials correctly keeping workplace clean and tidy office practice manual displaying health and safety brochures, magazines and other material undergoing operator training when using new equipment or processes special guidelines in a medical setting: RACGP Code of Practice for the Management of Health Information in General Practice RACGP Entry Standards for General Practices RACGP Sterilisation/Disinfection guidelines for General Practice
designated health and safety officers health and safety representatives supervisors managers team leaders other persons authorised or nominated by the enterprise or industry
Hazards may include anything which is a source of:
potential harm in terms of human injury or ill health damage to property damage to the environment potential harm in terms of human injury or ill health including: toxic or hazardous materials hazardous work processes unsafe work practices hazardous equipment unstable personnel potential harm in a medical setting: blood breakage / spillage drug hold-ups needle sticks medical emergencies (eg. Falls, bleeding, seizures, fainting, collapses, panic attack, psychosis) spread of infection potential sources of infection: breakages contaminated waste patients with colds, flu and other infectious diseases sharps (eg. needles, scalpel blades) spillage used dressings, bandages and equipment unsterilised/poorly sterilised equipment and work surfaces unwashed hands
the chance of something occurring that will result in injury
Risk is:
or damage
Emergency incidents may include:
accidents emergency situations fire flood sudden illness incidents external threats

accurately following all relevant safety procedures identifying and reporting hazards to designated personnel knowledge of relevant health and safety legislation knowledge of relevant materials, equipment and work processes.

safety processes, hazards and risk are relevant to the
area of work
evidence and third party workplace reports of on-the-job performance by the candidate review of documentation identifying and reporting emergency incidents
other units related to the work environment
CUS09 Music (Version 1.1) BSBOHS407A Monitor a safe workplace
BSBOHS407A
Unit Descriptor
Monitor a safe workplace

This unit describes the performance outcomes, skills and knowledge required to implement and monitor the organisation's occupational health and safety (OHS) policies, procedures and programs in the relevant work area to meet legislative requirements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to employees with supervisory responsibilities for implementing and monitoring the organisation's OHS policies, procedures and programs in a work area. This unit applies to individuals with a broad knowledge of OHS policies who contribute well developed skills in creating solutions to unpredictable problems through analysis and evaluation of information from a variety of sources. They provide supervision and guidance to others and have limited responsibility for the output of others.
Unit Sector
No sector assigned
ELEMENT 1. Provide information to the workgroup about OHS policies and procedures
1.3
Accurately explain relevant provisions of OHS legislation and codes of practice to the workgroup Provide information to the workgroup on the organisation's OHS policies, procedures and programs, ensuring it is readily accessible by the workgroup Regularly provide and clearly explain information about identified hazards and the outcomes of risk assessment and control to the workgroup Explain the importance of effective consultative mechanisms in managing health and safety risks Implement and monitor consultative procedures to facilitate participation of workgroup in management of work area hazards Promptly deal with issues raised through consultation, in accordance with organisational consultation procedures Promptly record and communicate to the workgroup the outcomes of consultation over OHS issues
2. Implement and monitor 2.1 participative arrangements for the management of 2.2 OHS 2.3 2.4
3. Implement and monitor the organisation's procedures for providing OHS training
3.1 3.2 3.3 3.4
Systematically identify OHS training needs in line with organisational requirements Make arrangements to meet OHS training needs of team members in consultation with relevant individuals Provide workplace learning opportunities, and coaching and mentoring assistance to facilitate team and individual achievement of identified training needs Identify and report to management the costs associated with providing training for work team, for inclusion in financial plans Identify and report on hazards in work area in accordance with OHS policies and procedures Promptly action team member hazard reports in accordance with organisational procedures Implement procedures to control risks using the hierarchy of controls and organisational requirements Identify and report inadequacies in existing risk control measures in accordance with the hierarchy of controls Monitor outcomes of reported inadequacies, where appropriate, to ensure a prompt organisational response Accurately complete and maintain OHS records of incidents of occupational injury and disease in work area in accordance with OHS legal requirements Use aggregate information and data from work area records to identify hazards and monitor risk control procedures in work area
4. Implement and monitor procedures for identifying hazards and assessing risks 5. Implement and monitor the organisation's procedures for controlling risks
4.1 4.2 5.1 5.2 5.3
6. Implement and monitor the organisation's procedures for maintaining OHS records for the team
6.1 6.2
Required skills
analytical skills to identify hazards, to assess risks in the work area and to review data
relating to monitoring and evaluating incidents (accidents), environmental issues and the effectiveness of risk control measures literacy skills to comprehend documentation and to interpret OHS requirements coaching and mentoring skills to provide support to colleagues. Required knowledge
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues OHS legal responsibilities of employers, supervisors and employees in the workplace hazards and associated risks which exist in the workplace organisational policies and procedures relating to hazard management, fire, emergency, evacuation, incident (accident) investigating and reporting relevance of consultation as a key mechanism for improving workplace culture.
OHS legislation and codes of practice may include:
common law duties to meet the general duty of care health and safety representatives and health and safety
requirements
committees prompt resolution of health and safety issues provision of information, induction and training regulations and approved codes of practice relating to hazards present in work area relevant state/territory legislation requirements for the maintenance and confidentiality of records of occupational injury and disease
Organisation's OHS policies, procedures and programs may include:
consultative arrangements for employees in work area dangerous goods transport and storage emergency and evacuation procedures first aid provision/medical practitioner contact and attention hazard reporting procedures hazardous substances use and storage incident (accident) investigation OHS arrangements for on site contractors, visitors and members of public OHS audits and safety inspections plant and equipment maintenance and use procedures for hazard identification procedures for risk assessment, selection and implementation of risk control measures purchasing policy and procedures safe operating procedures/instructions site access use and care of personal protective equipment
Identified hazards and the outcomes of risk assessment may include:
checking equipment before and during work consulting work team members daily informal employee consultation and regular formal housekeeping OHS audits and review of audit reports review of health and safety records including hazard
employee meetings
reports, hazardous substances and dangerous goods registers, injury records workplace inspections in area of responsibility Organisational consultation procedures may include:
attendance of health and safety representatives at counselling/disciplinary processes early response to employee suggestions, requests, election of health and safety representatives in
management and OHS planning meetings
reports and concerns put forward to management
accordance with legislative requirements formal and informal meetings health and safety committees other committees, for example, planning and purchasing
Procedures to control risks may include:
consultation with employees and their representatives job/process/workplace re-design e.g. introduce
mechanical handling equipment, re-arrange material flow/timing/scheduling, raise/lower work platforms removing the cause of a risk at its source (eliminating the hazard) e.g. removing stored goods permanently from emergency exit passageways selecting control measures in accordance with the hierarchy i.e. work through hierarchy from most effective to least effective control
audit and inspection reports consultation e.g. meetings of health & safety committees,
OHS records may include:
workgroup meeting agendas including OHS items and actions first aid/medical post records hazardous substances registers induction, instruction and training manufacturer's and supplier's information including dangerous goods storage lists plant and equipment maintenance and testing reports workers compensation and rehabilitation records workplace environmental monitoring records

applying organisational management systems and applying procedures for assessing and controlling risks to
procedures to OHS within workgroup area
health and safety associated with those hazards, in accordance with the hierarchy of controls providing specific, clear and accurate information and advice on workplace hazards to workgroup knowledge of legal responsibilities of employers, supervisors and employees in the workplace.

access to an actual workplace or simulated environment access to office equipment and resources examples of documentation relating to hazards in the
work lace examples of documents relating to workplace safety, hazard identification and risk assessment.
evidence and third party workplace reports of on-the-job performance by the candidate review of records communicating the outcomes of consultation over OHS issues to the workgroup analysis of responses to case studies and scenarios demonstration of techniques review of reports to management on the costs associated with providing training for the work team oral or written questioning to assess knowledge of workplace safety and hazards examples of risk assessments evaluation of actioning of team member hazard reports review of OHS records of occupational injury and disease incidents in work area.
management units other OHS units.
CUS09 Music (Version 1.1) BSBOHS509A Ensure a safe workplace
BSBOHS509A
Unit Descriptor
Ensure a safe workplace

This unit describes the performance outcomes, skills and knowledge required to establish, maintain and evaluate the organisation's occupational health and safety (OHS) policies, procedures and programs in the relevant work area in accordance with OHS legal requirements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Managers play an important role in ensuring the safety of the workplace and the wellbeing of their staff. This unit applies to managers working in a range of contexts. It takes a systems approach and ensures compliance with relevant legislative requirements. All those who have, or are likely to have, a management responsibility for OHS should undertake this unit. It is relevant for those with managerial responsibilities, either as an owner or employee-manager of a business.
Unit Sector
No sector assigned
ELEMENT 1. Establish and maintain an OHS system
Locate and communicate OHS policies which clearly express the organisation's commitment to implement relevant OHS legislation in the enterprise Define OHS responsibilities for all workplace personnel in accordance with OHS policies, procedures and programs Identify and approve financial and human resources for the effective operation of the OHS system Establish and maintain participative arrangements with employees and their representatives in accordance with relevant OHS legislation Appropriately resolve issues raised through participative arrangements and consultation Promptly provide information about the outcomes of participation and consultation in a manner accessible to employees
2. Establish and maintain 2.1 participative arrangements for the management of OHS 2.2 2.3
3. Establish and maintain procedures for identifying hazards, and assessing and controlling risks
3.1 3.2
3.3 3.4
3.5 4. Establish and maintain a quality OHS management system 4.1 4.2 4.3 4.4 4.5
Develop procedures for ongoing hazard identification, and assessment and control of associated risks Include hazard identification at the planning, design and evaluation stages of any change in the workplace to ensure that new hazards are not created by the proposed changes Develop and maintain procedures for selection and implementation of risk control measures in accordance with the hierarchy of control Identify inadequacies in existing risk control measures in accordance with the hierarchy of control and promptly provide resources to enable implementation of new measures Identify intervention points for expert OHS advice Develop and provide an OHS induction and training program for all employees as part of the organisation's training program Utilise system for OHS record keeping to allow identification of patterns of occupational injury and disease in the organisation Measure and evaluate the OHS system in line with the organisation's quality systems framework Develop and implement improvements to the OHS system to achieve organisational OHS objectives Ensure compliance with the OHS legislative framework so that legal OHS standards are maintained as a minimum
Required skills
analytic skills to analyse relevant workplace data in order to identify hazards, and to
assess and control risks communication skills to consult with staff and to promote a safe workplace problem-solving skills to deal with complex and non-routine difficulties technology skills to store and retrieve relevant workplace data. Required knowledge
application of the hierarchy of control (the preferred order of risk control measures from
most to least preferred, that is, elimination, engineering controls, administrative controls, personal protective equipment) hazard identification and risk management relevant legislation from all levels of government that affects business operation, especially in regard to OHS and environmental issues, equal opportunity, industrial relations and anti-discrimination reporting requirements.
OHS legislation will depend on state/territory legislation and requirements, and will include:
common law duties to meet general duty of care
requirements regulations and approved codes of practice relating to hazards in the work area requirements for establishment of consultative arrangements including those for health and safety representatives, and health and safety committees requirements for effective management of hazards requirements for provision of information and training including training in safe operating procedures, procedures for workplace hazards, hazard identification, risk assessment and risk control, and emergency and evacuation procedures requirements for the maintenance and confidentiality of records of occupational injury and disease administrative counselling/disciplinary processes elimination engineering housekeeping and storage issue resolution OHS records maintenance and analysis personal protective equipment purchasing of supplies and equipment workplace inspections including plant and equipment
Control of associated risks may include:
Organisational health and safety record keeping may relate to:
audit and inspection reports workplace environmental monitoring records consultation e.g. meetings of health & safety committees,
work group meeting agendas including OHS items and actions induction, instruction and training manufacturers' and suppliers' information including dangerous goods storage lists hazardous substances registers plant and equipment maintenance and testing reports workers compensation and rehabilitation records first aid/medical post records

detailed knowledge and application of all relevant OHS establishment and maintenance of arrangements for
legislative frameworks
managing OHS within the organisations' business systems and practices identification of intervention points for expert OHS advice principles and practice of effective OHS management in a small, medium or large business.


analysis of responses to case studies and scenarios assessment of written reports demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of OHS policies, information provided on the OHS system, information about the outcomes of participation and consultation provided to employees oral or written questioning to assess knowledge of OHS and OHS legislation evaluation of OHS induction and training review of OHS record keeping system.
other OHS units units from the Diploma of Management.
CUS09 Music (Version 1.1) BSBPMG401A Apply project scope management techniques
BSBPMG401A
Unit Descriptor
Apply project scope management techniques

This unit describes the performance outcomes, skills and knowledge required to contribute to the control of a project's scope by assisting with the identification of objectives, deliverables, constraints, assumptions and outcomes; and by applying controls once the project has commenced. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to a project team member working under the direction of a project manager with other project team members. The individual may be operating within an organisation or as a consultant. The skills should be applied in the context of multiple complex projects, with the individual operating as part of a specialist project management team. In the context of this unit a complex project is defined as a project which involves:

a comprehensive and multi faceted project plan a formal internal or external communications strategy a dedicated and diverse project budget multiple administrative components multiple operational components a wide range of stakeholders a project operations team.
The functions performed by a worker managing a straightforward project or a section of a larger project where project management is not the main focus of the job role are covered by BSBPMG510A Manage projects. The functions performed by a project manager to manage the scope of the whole project are addressed in BSBPMG502A Manage project scope.
Unit Sector No sector assigned
ELEMENT 1. Contribute to scope definition
Contribute to the identification of project deliverables Contribute to the identification of measurable outcomes to enable evaluation of project performance Contribute to the development of the scope management plan
2. Apply project scope controls
2.1
2.2 2.3 2.4 2.5
Undertake work in accordance with agreed project management plan and by using established change control procedures and performance measurement procedures Monitor and control aspects of project scope and communicate instances of non-compliance with overall scope to the project manager and other team members Measure progress to determine potential, perceived and actual scope changes Appropriately report scope changes Provide assistance in the review of project outcomes to determine the effectiveness of initial and subsequent scope management approaches
Required skills
literacy skills sufficient to interpret potentially complex project plans and documentation planning and organisational skills to monitor and respond to compliance issues and to
measure progress against agreed objectives teamwork and communication skills to liaise with other members of the project team on a range of project scope management issues and challenges. Required knowledge

elements which make up a project scope management plan methods for measuring work outcomes and progress against plans factors likely to impact on project scope methods for segmenting and documenting the work of a project.
Project deliverables may include: Scope management plan may include:
products, outputs and services defined within the project
scope
constraints, assumptions and exclusions deliverables, activities and tasks project benefits and outcomes project objectives work organisation and/or product breakdown structures
Change control procedures may include:
adjusting designated project documentation, for example
plans, schedules, directives, guidelines and instructions which include change instructions, change request procedures and nominated change authorities identifying designated elements of the project liable to change, for example finance and duration of tasks
using tools and techniques to manage and measure
Performance measurement procedures may include:
project progress in terms of time and resources

knowledge of project scope management methodologies participation in the definition and management of scope in
relation to multiple complex projects.

access to project documentation which includes
information about project scope and project team involvement.
evidence and third party workplace reports of on-the-job performance by the candidate analysis of responses addressing different project scope management scenarios oral or written questioning to assess knowledge of strategies for managing project scope and their application to different situations assessment of contribution to the development of the scope management plan evaluation of progress measured to determine potential, perceived and actual scope changes.
other units from the Certificate IV in Project Management.
CUS09 Music (Version 1.1) BSBPMG402A Apply time management techniques
BSBPMG402A
Unit Descriptor
Apply time management techniques

This unit describes the performance outcomes, skills and knowledge required to assist with project scheduling activities, the application and monitoring of the agreed schedule and evaluation of time management effectiveness for the project. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to a project team member working under the direction of a project manager with other project team members. The individual may be operating within an organisation or as a consultant. The skills should be applied in the context of multiple complex projects, with the individual operating as part of a specialist project management team. In the context of this unit a complex project is defined as a project which involves:
the need for a comprehensive and multi faceted project plan the need for a formal internal or external communications
strategy a dedicated and diverse project budget multiple administrative components multiple operational components a wide range of stakeholders a project operations team.
The functions performed by a worker managing a straightforward project or a section of a larger project where project management is not the main focus of the job role are covered by BSBPMG510A Manage projects.
ELEMENT 1. Assist in the development of project schedules
1.3
Contribute, within delegated authority, to determining the duration and effort, sequence and dependencies of tasks to meet project objectives Use project scheduling tools and techniques to help establish and integrate planned time management aspects of the schedule, resource allocation and financial requirements Contribute to the agreement process and communication of the schedule to the client and other stakeholders
2. Apply agreed schedules
2.1 2.2 2.3 2.4
Use techniques to measure, record and report progress of activities in relation to agreed schedules and plans Record variance between actual and planned progress and report to others for remedial action Contribute to forecasting the impact of changes on the schedule and to the analysis of options Implement agreed changes to the schedule and update plans as directed to accommodate changing situations throughout the project Provide assistance in the review of project outcomes to determine the effectiveness of time management tools, techniques and approaches used Report scheduling and time management issues and responses to project manager for application in future projects
3. Participate in assessing time management outcomes
3.1 3.2
Required skills
literacy skills to work with project tools and techniques and to write reports on time organisational skills to sequence tasks and to monitor progress against agreed technology skills to use software (if appropriate).
management issues objectives
Required knowledge
project management methodology in relation to time management implications of time management for project resourcing project management techniques and tools for creating and monitoring schedules. 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.
Delegated authority means:
in a multi-disciplinary environment subject to frequent under limited guidance and supervision within agreed authorisation and limits within established organisational framework, procedures
change
and routines
Project scheduling tools and techniques may include:
assisting in qualitative and/or quantitative time analysis,
such as schedule simulation, work breakdown structure, decision analysis, contingency planning and alternative strategy development using personal experience and/or experts using specialist time analysis tools to provide output to assist in the decision making process
diaries, incident logs, occurrence reports and other similar lists of potential schedule events project and/or organisation files and records
Progress may refer to:
documentation
Others may include:
relevant authority project manager project specialists or other personnel team members
Review of project outcomes may include:
achievement of agreed major milestones, for example change of key personnel delivery of major deliverables finalisation of project and other agreed milestones
phases and sub-contracts

application of time management techniques in relation to knowledge of tools and techniques for monitoring project
multiple complex projects schedules.

access to workplace documentation such as diaries,
progress reports, spreadsheets, and other planning tools with timeframes linked to outcomes.
evidence and third party workplace reports of on-the-job project time management performance by the candidate analysis of responses to case studies and scenarios addressing project time management issues and problems oral or written questioning to assess knowledge of strategies, tools and techniques for managing project time and their particular application/s review of techniques used to measure, record and report progress of activities in relation to agreed schedules and plans assessment of changes implemented to the schedule and the updating of plans to accommodate changing situations throughout the project.
other units from the Certificate IV in Project Management.
CUS09 Music (Version 1.1) BSBPMG501A Manage application of project integrative processes
BSBPMG501A
Unit Descriptor
Manage application of project integrative processes

This unit describes the performance outcomes, skills and knowledge required to integrate and balance the overall project management functions of scope, time, cost, quality, human resources, communications, risk and procurement; and to align and track the project objectives to comply with organisational goals, strategies and objectives. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to an individual who is clearly and solely responsible for the management and leadership of a complex project, either as an employee of an organisation or as an external consultant. In the context of this unit a complex project is defined as a project which involves:
The functions performed by a program manager to manage the integration of all functions of project management in a program or multiple project are addressed in BSBPMG601A Direct the integration of projects.
ELEMENT 1. Manage integration of all functions of project management
Identify project stakeholders and their interests, with guidance of higher project authority Analyse all project management functions with higher project authority and relevant stakeholders to determine achievable project objectives Develop a project plan to integrate all project management functions to achieve outcomes and requirements for time, cost, quality and risk Obtain endorsement of project plan by higher project authority Establish designated mechanisms to control planned activity
2. Coordinate internal and external environments
2.1 2.2 2.3
Manage the project within an established internal working environment to ensure work is conducted effectively throughout the project Maintain established links to align project objectives with organisation objectives throughout the project life cycle Seek assistance, where necessary, from higher project authority to resolve conflicts which may negatively affect project objectives Ensure agreed project phases, approval points and review points occur Report progress against established project baselines to measure performance throughout the project life cycle Implement established finalisation plans, procedures and activities Identify and document integration management issues and recommended improvements, and pass on to higher project authority for application to future projects
3. Implement project activities throughout life cycle
3.1 3.2 3.3 3.4
Required skills

literacy skills to write project plans, progress reports and project communications teamwork and communication skills to lead the project team and deal with stakeholders time management skills to ensure priorities are addressed planning and organising skills to manage the integration of project activities
Required knowledge
project life cycle role and responsibilities of the project manager project planning tools and techniques. 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.
The nin e project management functions are:
communications cost human resources procurement and contracting project integration quality risk scope time
Project plan may include:
covering document which integrates the requirements of
the nine functions of project management using appropriate formats and procedures single document multiple documents
Internal working environment may include:
arrangement of project personnel and equipment identity and differentiation of the project within the larger
environment personal working conditions physical location of project team dynamics
Finalisation plans, procedures and activities may include:
final audit/reconciliation finalisation of account codes and other financial
documentation forwarding finalisation report to senior personnel project evaluation settling of financial liabilities transferring of assets to client or originating owner transition of responsibility/ownership of project deliverables/products warranty requirements

Integration management issues and recommended improvements may include:
evaluation using established success and failure criteria knowledge management lessons learned records training programs

development of project plans for multiple complex details of how plans were monitored and outcomes were
projects
reported knowledge of project life cycle.

access to project documentation relevant to project access to feedback from project stakeholders.
integration
A range of assessment methods should be used to assess practical skill and knowledge. The following examples are appropriate for this unit:
evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of strategies for managing project integration and their application to different situations analysis of responses addressing case studies and scenarios which present project integration management issues and problems assessment of project reports and examples of project plans.
other units from the Diploma of Project Management.
CUS09 Music (Version 1.1) BSBPMG503A Manage project time
BSBPMG503A
Unit Descriptor
Manage project time

This unit describes the performance outcomes, skills and knowledge required to manage time within projects. It covers determining and implementing the project schedule, and assessing time management outcomes. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to an individual who is clearly and solely responsible for the management and leadership of a complex project, either as an employee of an organisation or as an external consultant. In the context of this unit a complex project is defined as a project which involves:
The functions performed by a program manager to manage time within multiple projects are addressed in BSBPMG603A Direct time management of a project program.
ELEMENT 1. Determine project schedule
1.4
Determine the duration, effort, sequence and dependencies of tasks from the scope definition as the basis for the project schedule Obtain input and approval for the project schedule from stakeholders Select and use methods, techniques and tools, within delegated authority, to determine preferred schedule, time management plan/s, resource allocation and financial requirements Obtain agreement to the schedule from relevant project authority and communicate this agreement to stakeholders to provide the basis for measurement of progress
2. Implement project schedule
2.1 2.2 2.3
2.4
Implement mechanisms to measure, record and report progress of activities in relation to the agreed schedule and plans Conduct ongoing analysis of options to identify variances and to forecast the impact of changes to the schedule Review progress throughout the project life cycle and implement agreed schedule changes to ensure consistency with changing scope, objectives and constraints related to time and resource availability Develop responses to perceived, potential or actual schedule changes, ensure agreement by a higher project authority, and implement to maintain project objectives Review project outcomes from available records and information to determine the effectiveness of time management activities Identify and document time management issues and recommended improvements, and pass on to relevant project authority for application in future projects
3. Assess time management outcomes
3.1 3.2
Required skills

literacy skills to read, develop and interpret project schedules self management skills to ensure vision and priorities are clear organisational skills to sequence tasks and see that objectives are met communication skills to convey expectations and to advise others of progress technology skills to use appropriate software to develop project schedules analytical skills to review and evaluate process.
Required knowledge
techniques and tools for project schedules project life cycle time management methodologies, their capabilities, limitations, application and
outcomes.
Methods, techniques and tools may include:
conducting or supervising qualitative and/or quantitative
time analysis, such as schedule simulation, decision analysis, contingency planning and alternative strategy development using personal experience and/or subject matter experts using specialist time analysis tools to assist in the decision making process
Time management plan/s may include:
lists of milestones project schedule and sub-schedules schedule management strategies and actions,
standardised formal arrangements, responsibility assignment, contingency plans and assigned schedule management responsibilities
diaries, incident logs, occurrence reports and other such
records gantt, PERT and other scheduling charts lists of variances and forecasts of potential schedule events project and/or organisation files and records records of analysis, evaluation of options, recommended and approved courses of action

demonstrated successful application of time management
tools and techniques to ensure objectives are met on multiple complex projects knowledge of time management methodologies, their capabilities, limitations, application and outcomes. Assessment must ensure:
access to workplace documentation, schedules, reports consideration of feedback from project stakeholders
from project team
regarding the management of project time.
evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of strategies for managing project time and their application to different situations. analysis of responses in addressing case studies and scenarios which present project time management issues and problems review of progress throughout project life cycle; and review of implementation of agreed schedule changes assessment of documented time management issues and recommended improvements.
other units from the Diploma of Project Management.
CUS09 Music (Version 1.1) BSBPMG510A Manage projects
BSBPMG510A
Unit Descriptor
Manage projects
This unit describes the performance outcomes, skills and knowledge required to manage a straightforward project or a section of a larger project. This unit addresses the management of projects including the development of a project plan, administering and monitoring the project, finalising the project and reviewing the project to identify lessons learnt for application to future projects. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
The unit focuses on the application of project management skills and the requirement to meet time lines, quality standards, budgetary limits and other requirements set for the project. The unit does not apply to specialist project managers. For specialist project managers, the units of competency in the Project Management competency field will be applicable.
Unit Sector
No sector assigned
ELEMENT 1. Define project
Access project scope and other relevant documentation Define project stakeholders Seek clarification from delegating authority of any issues related to project and project parameters Identify limits of own responsibility and reporting requirements Clarify relationship of project to other projects and to the organisation's objectives Determine and access available resources to undertake project Develop project plan including timelines, work breakdown structure, role and responsibilities and other details of how the project will be managed in relation to the project parameters Identify and access appropriate project management tools Formulate risk management plan for project, including occupational health and safety (OHS) Develop and approve project budget Consult team members and take their views into account in planning the project Finalise project plan and gain any necessary approvals to commence project according to documented plan
2. Develop project plan
2.1
2.2 2.3 2.4 2.5 2.6
3. Administer and monitor project
3.1 3.2
3.3 3.4 3.5 3.6 3.7 4. Finalise project 4.1 4.2 4.3 5. Review project 5.1 5.2 5.3
Take action to ensure project team members are clear about their responsibilities and the project requirements Provide support for project team members, especially with regard to specific needs, to ensure that the quality of the expected outcomes of the project and documented time lines are met Establish and maintain required record keeping systems throughout the project Implement and monitor plans for managing project finances, resources (human, physical and technical) and quality Complete and forward project reports as required to stakeholders Undertake risk management as required to ensure project outcomes are met Achieve project deliverables Complete financial record keeping associated with project and check for accuracy Assign staff involved in project to new roles or reassign to previous roles Complete project documentation and obtain any necessary sign offs for concluding project Review project outcomes and processes against the project scope and plan Involve team members in the project review Document lessons learnt from the project and report within the organisation
Required skills
communication and negotiation skills to work with team members and other literacy skills to read, write and review a range of documentation planning and organising skills to develop, monitor and maintain implementation numeracy skills to analyse data, and to compare time lines and promotional costs culturally appropriate communication skills to relate to people from diverse backgrounds
stakeholders to maintain project schedules schedules
against budgets
and people with diverse abilities.
Required knowledge
relevant legislation from all levels of government that may affect aspects of business
operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues OHS organisational structure, and lines of authority and communication within the organisation how the project relates to organisation's overall mission, goals, objectives and operations.
RANGE STATEMENT
Project scope and other relevant documentation may include:
contract or other agreement project brief project plan or summary other documents outlining expected outcomes of the project, inclusions and exclusions from project, timeframes for project, quality standards for project, project resources
clients or customers (internal and external) funding bodies management, employees and relevant key personnel project sponsor
(internal and external) with special responsibilities
Delegating authority may include:
customer or client funding body manager or management representative project sponsor finances for project integration of project within organisation legislative and quality standards physical, human and technical resources available or required for project procurement requirements associated with project reporting requirements risks associated with project, including OHS scope of project time lines cost schedule control system Critical Path Method Gantt and bar charts life cycle cost analysis logistics support analysis PERT charts project management software spreadsheets technical resources required for the project, for example OHS management system tools
Project parameters may include:
Project management tools may include:
Support for project team members may include:
additional physical, human and technical resources
(within allocated budget) if and as required encouragement feedback learning and development regular project team meetings supervision, mentoring and coaching
Required record keeping systems may include systems for:
correspondence financial data including costs, expenditure, income project outcomes quality data including any test results recording of time spent on project and progress in samples, prototypes, models
generated, purchases
completing project
Risk management may include:
changing roles and responsibilities within project team negotiating an extension of deadline, or redefining outsourcing some aspects of the project reducing costs researching and applying more efficient methods for seeking further resources to meet deadline sharing of ideas to gain improvements to work
completion or quantities or quality of outcomes
completing project tasks
undertaken within the project clients, customers funding body management project sponsor
Necessary sign offs may be required by:

development of a project plan details of monitoring arrangement/s and evaluation of the
project plan's efficacy to address time lines and budgets of project knowledge of relevant legislation. Assessment must ensure:
access to workplace project documentation.
evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to assess knowledge of how the project relates to the organisation's overall mission, goals, objectives and operations review of project risk management plan and project plan evaluation of project reports forwarded to stakeholders analysis of documentation reviewing project outcomes and processes against the project scope and plan evaluation of documentation outlining lessons learnt from the project.
other project management units.
CUS09 Music (Version 1.1) BSBPMG601A Direct the integration of projects
BSBPMG601A
Unit Descriptor
Direct the integration of projects

This unit describes the performance outcomes, skills and knowledge required to manage the integration of all functions of project management in a program or multiple project context. This covers managing conflicting priorities between projects, directing project managers in re aligning projects within the program, directing the internal environment with the needs and expectations of the external environment, and directing projects within the program throughout their life cycle. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
A program is defined as a set of interrelated projects, each of which has a project manager. Multiple projects (sometimes called a portfolio of projects) refers to a number of projects related in some way and managed by the same person as a program to achieve a common organisational objective/s. For the purposes of this unit someone who manages a suite of projects (a program) will be referred to as a program manager. The functions performed by a project manager to manage integration within individual projects are addressed in BSBPMG501A Manage application of project integrative processes.
Unit Sector
No sector assigned
ELEMENT 1. Direct integration of all functions of project management
1.3 1.4 1.5
Support project managers in project stakeholder analysis to determine the influence of others on project outcomes Analyse, rationalise and integrate the requirements of all projects and the inter-relationships of project management functions to determine agreed, achievable program objectives that align to organisational goals, strategies and objectives as stated in strategic planning documentation Review, rationalise and, when approved, integrate project plans into a structured, cohesive program plan for ongoing program management Derive integrated program control mechanisms from project plans, to establish program control requirements Use project plans to develop consolidated program budgets, schedules and interdependencies, and to identify program risks
2. Direct the internal project environment to meet external needs and expectations
2.1 2.2 2.3 2.4 2.5 2.6
Direct the internal project working environment to ensure project managers' work is conducted effectively throughout multiple, aligned project life cycles Establish and maintain links to direct the alignment between projects and organisational objectives within the program Evaluate project proposals (scope definitions) against the organisation's strategic objectives Coordinate and direct conflicting requirements of individual projects to achieve program objectives Modify, where necessary, individual project objectives to achieve overall program objectives Coordinate the impact of external environmental influences on individual projects to achieve program objectives Direct all project managers to provide project phases, approval points, review points and other milestones, to allow program integration Establish project baselines and report progress in relation to these baselines, to measure program performance throughout the business reporting cycle Progressively review project baselines to ensure nominated benefits are consistent with organisational expectations Direct finalisation plans, procedures and activities to ensure final outcomes are met and that projects meet agreed program objectives Review projects finalised in a program management reporting period to evaluate benefits to the business Pass on integration management lessons learned to higher project authority and provide feedback for application to other projects
3. Direct projects throughout project life cycles
3.1 3.2 3.3 3.4 3.5 3.6
Required skills

high level leadership skills to gain confidence and trust from people working on all levels literacy skills to communicate decisions and to write quality reports high level prioritising, planning and organising skills innovation skills to develop new and better systems for managing in complex situations problem-solving skills to deal with project management issues. program planning methodologies, tools and techniques for project management leadership models relevant legislation, codes and national standards.
Required knowledge

Project management functions are:
communications cost human resources procurement quality risk scope time
Achievable program objectives may include:
client's objectives, for example maximum value for money end-user/s objectives, for example maximum higher project authorities' objectives (that is,
or maximum performance at minimum cost performance as well as optional extras
management/projects governance group), for example reputation, retention of market share, buying into market within the constraints of performance, time, cost, quality, resources and skills organisation's objectives, for example quantifiable benefits supplier's/contractor's objectives, for example minimum cost, minimum time and acceptable quality Internal project working environment may include:
computing support and integrated computer networks identity and differentiation of the program's projects within personal working conditions (physical and emotional) physical location of program project managers, personnel physical location of projects within the organisation teams and interpersonal dynamics
the larger environment and equipment
External environmental influences may include:
employee representative groups, such as unions, external stakeholder expectations parent organisation, enterprise and/or industry physical environment, for example geography, ecology
professional associations and lobby groups
and environmental sensitivity political, environmental and societal influences public and media interest
Finalisation plans, procedures and activities may include:
assessment of stakeholder satisfaction against evaluation of projects completed in a reporting period evaluation of projects for benefits derived forwarding program progress report to higher governance review of success/failure criteria for projects completed in settling of financial liabilities for projects completed in a transition of responsibility/ownership of projects'
expectations
authority for projects
a given reporting period
consolidated budget context
deliverables/products for those projects that concluded in a reporting/management period (such as financial year)

demonstrated experience in directing an integrated range
of concurrent projects so that project outcomes and stakeholders expectations are met knowledge of relevant legislation, codes and national standards. Assessment must ensure:
access to a range of project documentation consideration of feedback from project stakeholders.
evidence and third party workplace reports of on-the-job performance of scope management techniques by the candidate analysis of responses addressing different program management case studies and scenarios oral or written questioning to assess knowledge of strategies for managing project integration and their application to different situations assessment of consolidated program budgets, schedules, interdependencies and identified program risks assessment of project baselines established and progress reported in relation to these baselines review of program plan.
other units in the Advanced Diploma of Project
Management.
CUS09 Music (Version 1.1) BSBPRO301A Recommend products and services
BSBPRO301A
Unit Descriptor
Recommend products and services

This unit describes the performance outcomes, skills and knowledge required to provide advice and information within an organisation about the development and distribution of its products and services. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate knowledge of products and services to provide technical advice and support to a team.
No sector assigned
Unit Sector
ELEMENT 1. Develop and maintain knowledge of products and services
1.3 1.4 2. Recommend products and 2.1 services 2.2 2.3 2.4 3. Advise on promotional activities 3.1 3.2 3.3 3.4 3.5
Actively and regularly research knowledge and understanding of industry products and services using authoritative sources Use available product and service documentation to identify and understand characteristics of products and services, and to make comparisons with other products and services Accurately document and maintain information on products and services in a format consistent with organisational requirements Apply acquired knowledge to improve quality within personal work areas Ensure that recommendations on products and services are in line with organisational requirements Provide recommendations that emphasise product and service issues relevant to client needs Ensure that evidence in support of recommendations is verifiable and presented in a suitable format Structure recommendations to identify clear benefits to clients and the organisation Provide advice that is clear, is supported by verifiable evidence and is compatible with organisational requirements Ensure that promotional documentation and materials are appropriate to presentation of the organisation's products and services Ensure that costs of promotional activities conform to budget resources Estimate impact of promotional activities from verifiable customer feedback sources Evaluate the benefits of promotional activities and incorporate in plans for future promotional activities
Required skills
and papers according to target audience; and to edit and proofread texts to ensure clarity of meaning, and accuracy of grammar and punctuation technology skills to select and use technology appropriate to a task communication skills to monitor and advise on customer service strategies problem-solving skills to deal with customer enquiries or complaints analytical skills to identify trends and positions of products and services.
Required knowledge
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisation's products and services organisational policies and procedures for customer service including handling customer complaints product and service standards and best practice models principles and techniques of public relations and product promotion mechanisms to obtain and analyse customer feedback.
Industry products and services may include:
competitor products and services complementary products and services emerging products and services historical products and services organisation's products specified range of products and services within an organisation's offerings authorised suppliers industry associations industry conferences recognised industry media sources
Authoritative sources may include:
Product and service documentation may include:
colleagues' knowledge consumer reports industry reports marketing data operational guidelines sales figures competitive features of products or services cost and production data distribution processes innovations problems with products or services product trends sales records (monthly forecasts, targets achieved) sales trends access and equity principles and practice confidentiality and security requirements defined resource parameters ethical standards filing and documentation storage processes goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements OHS policies, procedures and programs payment and delivery options pricing and discount policies quality and continuous improvement processes and standards quality assurance and/or procedures manuals replacement and refund policy and procedures who is responsible for products or services customer delivery faults market share data organisational product knowledge production down-time sales figures advertisements client functions employee functions media announcements product launches web pages
Product and service issues may include:
Verifiable customer feedback sources may include:
audit documentation and reports complaints customer satisfaction questionnaires lapsed clients quality assurance data returned goods service calls

assessing and reporting on customer satisfaction identifying commercial characteristics of products and knowledge of product and service standards and best preparing and structuring advice on products and researching market availability of products and services.
services
practice models. services

access to an actual workplace or simulated environment access to office equipment and resources examples of promotional strategies examples of documents relating to customer service standards and policies.

analysis of responses to case studies and scenarios assessment of written reports demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate evaluation of promotional activities plans observation of performance in role plays observation of presentations oral or written questioning to assess knowledge of promotional strategies and sources of product information review of documentation outlining information on products and services review of products and services recommendations.
sales and/or customer service units.
CUS09 Music (Version 1.1) BSBPUB401A Develop and apply knowledge of public relations industry
BSBPUB401A
Unit Descriptor
Develop and apply knowledge of public relations industry

This unit describes the performance outcomes, skills and knowledge required to research, analyse and apply knowledge of the various components of the public relations industry, including legal and ethical constraints and strategic communications management planning. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals working in entry level public relations positions who need to apply knowledge of the structure, organisation and functioning of the public relations industry in order to effectively conduct strategic communications.
No sector assigned
Unit Sector
ELEMENT 1. Apply knowledge of the public relations industry
Seek information on the structure and operation of the public relations industry Identify and access sources of information on the public relations industry Obtain information on public relations industry sectors, associations, networks and societal role Identify and access information on key stakeholders Apply industry information appropriately in everyday activities related to typical work roles Obtain information on employment obligations and opportunities in relation to the public relations industry Apply information on employment opportunities and obligations in everyday activities related to typical work roles Establish purpose and processes for setting objectives in the workplace Identify and apply appropriate planning and measurement tools to workplace objectives Develop critical success factors for the communications Conduct formal and informal research to update general knowledge of the industry continuously Monitor current issues of concern to the industry Share updated knowledge with client and colleagues Incorporate updated knowledge into everyday activities related to typical work roles
2. Identify industry employment obligations and opportunities
2.1 2.2
3. Conduct strategic communications management planning
3.1 3.2 3.3
4. Update industry knowledge
4.1 4.2 4.3 4.4
Required skills
communication skills such as questioning, active listening, clarifying and asking open culturally appropriate communication and interpersonal skills to relate to people from literacy skills to read and interpret business and market data and write reports in a range
questions
diverse backgrounds and people with diverse abilities
of styles and for a range of audiences numeracy skills to analyse quantitative data research and evaluation skills to gather and record information about clients, organisations, target audiences, and the media technology skills to use a range of office equipment and information systems. Required knowledge
current issues and trends which affect the public relations industry overview knowledge of key provisions of relevant legislation from all levels of
government, codes of practice and national standards that affect business operations such as: anti-discrimination legislation and the principles of equal opportunity, equity, and diversity copyright defamation and libel ethical principles Australian Direct Marketing Association Limited (ADMA) Direct Marketing Code of Practice FACTS (Federation of Australian Commercial Television Stations) codes privacy laws Trade Practices Act 1974 (Cth) industry structures and networks organisational and client operating environments, structures and business and marketing plans principles and practices of marketing communications and media strategies.
Structure and operation of the public relations industry may include:
public relations practitioners in the following sectors: corporate government not-for-profit public relations consultancies
Public relations industry sectors, associations, networks and societal role may include:
business associations client networks distribution channels industry markets industry relationships local or regional characteristics major industry bodies and associations role and significance of an industry or sector community groups contractors general public government departments industry associations investors management media organisations politicians public service staff unions
Setting objectives may include: Planning and measurement tools may include:
developing 'SMART' objectives using key performance indicators
action plans flow charts four-step PR planning process Gantt charts key performance indicators PERT reviews of action plans risk management plans SMART objectives

reporting on the public relations industry structure and its developing a stakeholder analysis relevant to a particular
role in society and in a particular organisation
organisation reporting on the current issues affecting the public relations industry.

assessment of written reports about the public relations
industry, structure, function and role in society assessment of a stakeholder analysis conducted by the candidate direct questioning with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations by the candidate about the public relations industry oral or written questioning review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers tests of knowledge on the structure and functioning of the public relations industry.
BSBPUB402A Develop public relations campaigns BSBPUB403A Develop public relations documents other marketing or public relations units.
CUS09 Music (Version 1.1) BSBPUB502A Develop and manage complex public relations campaigns
BSBPUB502A
Unit Descriptor
Develop and manage complex public relations campaigns

This unit describes the performance outcomes, skills and knowledge required to develop complex and potentially on-going public relations campaigns. It builds upon the skills and knowledge acquired in the unit BSBPUB402A Develop public relations campaigns. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals working in senior public relations roles who are primarily responsible for the development, implementation and evaluation of a complex public relations plan. The complexity of the campaign may be in terms of its size or duration, or the circumstances surrounding the campaign. This unit is related to BSBPUB402A Develop public relations campaigns, which relates to entry level or junior public relations roles, for example to individuals working on less complex campaigns in team leader roles.
Unit Sector
No sector assigned
ELEMENT 1. Interpret a complex public relations campaign brief
Identify the primary objective of a complex public relations campaign brief Identify the campaign's messages, strategies, roles and responsibilities, resource requirements including budget and timing and evaluation measures Identify legal and ethical constraints in relation to the brief Analyse information about the target public and their attributes, and the public relations environment Identify and evaluate a range of options for message concepts using appropriate methods Identify, access and select media vehicles appropriate to target the required public and the objectives of the campaign Ensure selected media vehicles enable reach and frequency requirements to be met within budget Consult media directories to ensure that enlisted journalists and any other personnel are the most appropriate for the campaign Ensure selected media vehicles meet media operational requirements Ensure selected media vehicles meet legal and ethical requirements Identify requirements for external suppliers and engage or contract these resources where required
2. Identify and evaluate options for a complex public relations campaign
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8
3. Prepare public relations campaign plans
3.1 3.2 3.3 3.4 3.5 3.6 3.7
Scope, plan and document a complex public relations campaign and its approach to suit the requirements of the client Seek quotations from suppliers for materials and evaluate against budgetary requirements or constraints Determine and agree upon budget Determine and agree upon timing and schedules Identify potential sources of risk and develop and document appropriate control mechanisms Produce plans on time Finalise plan and ensure it complies with organisational, client, professional and legal requirements Implement and regularly monitor public relations plan Identify, agree upon and implement any changes to the plan Complete planning and implementation activities on time
4. Implement public relations campaign plans
4.1 4.2 4.3
Required skills
culturally appropriate communication and negotiation skills to relate to people from
diverse backgrounds and people with diverse abilities, to liaise effectively with team members and consult with external suppliers literacy skills to write a range of documents containing complex ideas in a readable, persuasive and engaging style appropriate to suit a range of audiences organisational, project management and time management skills to ensure publications are ready and distributed on time research and evaluation skills to obtain, analyse and synthesise information, segment and profile target audiences of public relations communications technology skills to use a range of office equipment and software applications.
Required knowledge
overview knowledge of key provisions of relevant legislation from all levels of
government, codes of practice and national standards that affect business operations such as: anti-discrimination legislation and principles of equal opportunity, equity and diversity copyright defamation and libel laws ethical principles such as those outlined in the Public Relations Institute of Australia Code of Ethics and the Australian Journalists Association Code of Ethics marketing codes of practice and conduct such as the Australian Direct Marketing Association Limited (ADMA) Direct Marketing Code of Practice privacy laws sweepstakes regulations Trade Practices Act 1974 (Cth) organisational policies, procedures, products, services and structure principles and practices in relation to the media and the public relations and printing industries teamwork and project management skills to effectively develop and manage a complex public relations project.
A complex public relations campaign includes complexity in terms of its scope, scheduling, budgetary or resource requirements, for example in relation to:
anniversaries of opening centenary events graduation ceremonies improving organisational image milestone customer numbers opening ceremonies organisational communication activities product launches season launches
codes of practice cultural expectations and influences ethical principles relevant legislation policies and guidelines regulations social responsibilities such as: protection of children environmental issues societal expectations

Information about target public may include:
attitudes demographic variables lifestyle psycho graphical variables social and cultural factors values focus groups interviews questionnaires reports
Appropriate methods may include:
Media vehicles may include:
advertising brochures direct mail direct marketing leaflets newsletters press releases reports trade shows video clips
Media directories may include:
in-house designed media directory commercial media lists such as: Margaret Gee's Australian Media Guide Directory of Australian Associations Marketing Navigator
Media operational requirements may include:
journalist contact details media deadlines media personnel and their rounds printing industry requirements story lead times

developing and effectively managing a complex public
relations campaign, including: preparing campaign plan containing objectives of the campaign, a risk assessment, strategies, scheduling, budgetary and resource requirements engaging external suppliers where appropriate evaluating the success of campaign.

access to an actual workplace or simulated environment access to office equipment and resources examples of previous public relations communication
documents.
assessment of written reports on complex public relations assessment of examples of publications developed demonstration of how the techniques used to manage a direct questioning with review of portfolios of evidence
campaign activities
team and external suppliers
and third party workplace reports of on-the-job performance by the candidate observation of presentations prior to, during and after campaign completion oral or written questioning review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
BSBADV511A Evaluate and recommend advertising
media options BSBPUB501A Manage the public relations publication process BSBPUB503A Manage fundraising and sponsorship activities marketing and advertising units other public relations units.
CUS09 Music (Version 1.1) BSBPUB503A Manage fundraising and sponsorship activities
BSBPUB503A
Unit Descriptor
Manage fundraising and sponsorship activities

This unit describes the performance outcomes, skills and knowledge required to conduct and manage fundraising and sponsorship activities for a not-for-profit organisation, and to align fundraising and sponsorship activities with organisational requirements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to senior public relations professionals who manage public relations in the not-for-profit sector-they usually coordinate activities of team members in developing funding submissions or allocating budgets, and implement specific public relations activities.
No sector assigned
Unit Sector
ELEMENT
1. Identify factors influencing 1.1 fundraising or sponsorship 1.2 1.3 1.4 1.5 2. Prepare a funding submission 2.1 2.2 2.3 2.4
Identify relevant environmental issues in relation to fundraising and sponsorship Identify available sources of funding or sponsorship including criteria for, and any conditions or constraints on, funding Conduct research to identify the most appropriate target public for fundraising or sponsorship activities in accordance with organisational profile and requirements Identify and consider legal and ethical requirements in relation to fundraising or sponsorship Make recommendations for fundraising or sponsorship campaigns or activities based on research findings Evaluate organisation's current operations and readiness to apply for funding Develop a funding submission which meets the funding source's guidelines and criteria Ensure the submission complies with all legal and ethical requirements Write the submission to meet the needs of the grantor and submitting organisation
3. Develop a fundraising or sponsorship campaign
3.1 3.2 3.3 3.4
Confirm the aims, objectives, outcomes and evaluation measures for a fundraising or sponsorship campaign with senior management Conduct a feasibility study to ensure all aspects of the fundraising or sponsorship campaign have been considered Examine and agree upon budgets with senior management Prepare, and have agreed, a campaign plan for fundraising or sponsorship activities that meets organisational, ethical and legal requirements Conduct a fundraising or sponsorship campaign in accordance with plan Monitor progress of campaign and make necessary alterations as required Ensure any changes are agreed upon by relevant stakeholders Ensure changes meet legal and ethical requirements Evaluate campaign outcomes against outcomes documented in campaign plan Obtain feedback on performance of fundraising or sponsorship campaign from stakeholders Develop mechanisms to incorporate feedback into any future fundraising campaigns
4. Implement a fundraising or sponsorship campaign
4.1 4.2 4.3 4.4
5. Evaluate campaign
5.1 5.2 5.3
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds interpersonal skills to work with a variety of stakeholder such as employees, team
members, senior management, volunteers and other external stakeholders and manage conflict effectively literacy skills to write and make presentations for funding or sponsorship submissions organisational, time-management, problem-solving and project management skills to simultaneously manage multiple project activities research and data collection skills to evaluate donor and sponsorship environment. Required knowledge
computer software applications overview knowledge of key provisions of relevant legislation from all levels of
government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation and principles of equal opportunity, equity and diversity copyright defamation and libel ethical principles such as those outlined in the Public Relations Institute of Australia Code of Ethics and the Australian Journalists Association Code of Ethics marketing codes of practice and conduct such as the Australian Direct Marketing Association Limited (ADMA) Direct Marketing Code of Practice privacy laws sweepstakes regulations Trade Practices Act 1974 (Cth) organisational culture, policies, procedures and operating environment principles and practices of fundraising, donor motivation and fundraising alternatives principles and practices in relation to the media industry.
Funding or sponsorship may include:
corporate sponsorships and partnerships government grants non-government grants private trust and foundations
community standards cultural expectations and influences ethical principles industry codes of conduct legislation regulations society's expectations alumni annual campaigns bequests capital campaigns cause related marketing direct mail campaigns doorknocks gaming major gift giving memberships merchandising and income earned ventures planned giving special events street appeals community groups contractors general public government departments industry associations investors management media organisations politicians public service staff sponsorship organisation representatives unions
Fundraising or sponsorship campaign may include:
Relevant stakeholders may include:

developing and successful executing and evaluating a
fundraising or sponsorship campaign.

access to an actual workplace or simulated work access to office equipment and resources access to examples of public relations documents.
environment
analysis of responses to case studies and scenarios assessment of written reports on campaign activities examples of promotional or media activities undertaken direct questioning with review of portfolios of evidence
as part of fundraising or sponsorship campaigns
and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
BSBPUB501A Manage the public relations publication BSBPUB502A Develop and manage complex public
process
relations campaigns.
CUS09 Music (Version 1.1) BSBPUB504A Develop and implement crisis management plans
BSBPUB504A
Unit Descriptor
Develop and implement crisis management plans

This unit describes the performance outcomes, skills and knowledge required by public relations personnel to coordinate, develop and implement a crisis management plan to provide an organisation with a planned communications response for use in the event of crisis. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals working in senior public relations roles who are primarily responsible for preparing and implementing a planned communications response in the event of a crisis occurring.
No sector assigned
Unit Sector
ELEMENT 1. Develop crisis management plans
Conduct research to identify crisis management best practice Consult relevant groups and individuals for input into the crisis management plan Document, distribute and maintain organisational crisis management plan Ensure organisational crisis management plan is clearly understood by relevant groups Ensure crisis management plan complies with organisational policies and legal and ethical requirements Practise simulated crisis responses Set up a dedicated crisis resource centre Develop a crisis response team to deal with media and conduct issue tracking Monitor media to ensure the organisation is aware of possible crises Implement and monitor issues tracking systems according to crisis plans Consult managers and employees about the effectiveness of the crisis plan Amend crisis management plans as necessary to comply with legal and ethical requirements
2. Implement a crisis management plan
2.1 2.2 2.3 2.4
3. Review and update crisis management plans
3.1 3.2
Required skills
communication, interpersonal and negotiation skills to liaise effectively with
culturally appropriate communication skills to relate to people from diverse backgrounds literacy skills sufficient to write to a range of audiences in different styles research and data collection skills to design and analyse crisis management plans technology skills to use a range of software and equipment relevant to the public
stakeholders, resolve conflict and develop effectives crisis management plans and people with diverse abilities
relations industry
Required knowledge
computer software applications overview knowledge of key provisions of relevant legislation from all levels of
government, codes of practice and national standards that affect business operations such as: anti-discrimination legislation and principles of equal opportunity, equity and diversity copyright defamation and libel laws ethical principles such as those outlined in the Public Relations Institute of Australia Code of Ethics and the Australian Journalists Association Code of Ethics marketing codes of practice and conduct such as the Australian Direct Marketing Association Limited (ADMA) Direct Marketing Code of Practice privacy laws Trade Practices Act 1974 (Cth) organisational culture, policies, procedures and operating environment principles of crisis and media management principles and practices in relation to the media and public relations
analysis of previous organisational crisis management attendance at crisis management training courses analysis of crisis management plans in other evaluation of case studies
plans and their effectiveness organisations
Crisis management may include:
any negative publicity that may affect the success of the
business
Relevant groups and individuals may include:
consumer protection groups customers employees management media spokespersons safety representatives statutory bodies crisis manuals details of media contact directories developing a dedicated crisis resource centre simulated crisis policies and procedures stipulated crisis management triggers community standards cultural expectations and influences ethical principles industry codes of conduct legislation regulations society's expectations
Crisis management plan may include:
Deal with media may include:
arranging for the production of video news clips organising media conferences organising media interviews for organisational
spokesperson
Issues tracking may include:
monitoring media researching issues of concern for the organisation considering implications for the organisation

developing, reporting on and presenting a crisis implementing and evaluating a crisis management plan
management plan

access to an actual workplace or simulated environment access to office equipment and resources examples of previous crisis management planning and
evaluation documents
analysis of responses to case studies and scenarios assessment of written crisis management plans or reports demonstration of crisis management techniques in a direct questioning with review of portfolios of evidence
of crisis management activities
workplace or simulated environment
and third party workplace reports of on-the-job performance by the candidate observation of presentations in relation to crisis management planning and implementation oral or written questioning review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers
industry sector, workplace and job role is recommended, for example other marketing units.
CUS09 Music (Version 1.1) BSBPUR301B Purchase goods and services
BSBPUR301B
Unit Descriptor
Purchase goods and services

This unit specifies the outcomes required to determine purchasing requirements, and make and receive purchases. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who conduct low risk, low expenditure purchasing for an organisation using established and documented purchasing strategies. The unit may be undertaken by someone working in a small organisation who has general responsibility for conducting purchasing within an organisation, or by a purchasing specialist working in a large organisation. Some judgement may be required to make decisions in the implementation of purchasing strategies and work is generally conducted under the supervision of others.
Unit Sector
No sector assigned
ELEMENT 1. Understand purchasing and own requirements
Read, understand and clarify organisation's purchasing strategies as required Determine own role and limits of authority in consultation with relevant personnel Receive purchase specifications from relevant personnel and clarify as required Select purchasing methods most appropriate to particular purchases within limits of own role Obtain approvals for purchases as required Obtain quotations from suppliers as required Select suppliers, place orders and make purchases Receive goods or make arrangements to receive services Advise relevant personnel of receipt of purchase Ensure goods received are checked for compliance with specifications Take action to resolve non-compliance with specifications Facilitate registration of new assets File and store purchase records
2. Make purchases
3. Receive purchases
3.1 3.2 3.3 3.4 3.5 3.6
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds communication skills to liaise with suppliers and end users of purchases literacy skills to document purchases and write reports on purchasing activities information management and research skills to analyse and assess purchasing options
and offers technology skills to use of software to keep records of purchases made data collection skills to keep records related to purchasing. Required knowledge
codes of ethics and conduct identification and overview knowledge of key provisions of relevant legislation from all
levels of government that affects business operations, codes of practice and national standards, such as: consumer protection legislation contract law import of goods and services, where relevant sale of goods legislation Trade Practices Act organisation policy and procedures relating to: purchasing strategies record-keeping systems related to purchasing and assets standard contracting arrangements product knowledge about the goods and services being supplied purchasing and procurement principles for: accountability probity and transparency risk management value for money.
RANGE STATEMENT
Purchasing strategies may include:
criteria for making purchasing decisions legal requirements and policies and procedures that
underpin strategies and that are relevant to role policies, procedures, guidelines and documentation formats for purchasing from suppliers including entities owned by the organisation, partners, alliance members and local and distant suppliers
Limits may include:
approval processes for purchases expenditure approval limits
CEOs managers leaders coordinators supervisors other persons authorised to commit the organisation to purchases internal users of purchased goods and services owner Board members specialist personnel involved in purchasing, asset maintenance and finance
Purchasing methods may include:
credit card purchases direct purchases from retail outlets online purchases petty cash purchases using standing agreements or accounts with suppliers written and/or verbal quotations written and/or verbal supply agreements

Purchase records may include:
corporate credit card transaction documentation invoices, statements and payment requests petty cash vouchers purchase requests and orders receipt advices for goods and services records of supplier performance

obtaining quotes from prospective suppliers for a low risk, selection of appropriate purchasing methods for a low receipt, checking and documentation of a low risk, low
low expenditure good to be purchased risk, low expenditure purchase expenditure purchase.

access to an actual workplace or simulated environment access to office equipment and resources organisation's purchasing strategies and relevant
purchasing records.
analysis of responses to case studies and scenarios assessment of written reports documenting purchasing direct questioning combined with review of portfolios of
requirements and records of purchases made
evidence and third party workplace reports of on-the-job performance by the candidate observation of obtaining quotes form suppliers oral or written questioning to assess knowledge review testimony from team members, colleagues, supervisors or managers.
other purchasing units.
CUS09 Music (Version 1.1) BSBPUR401B Plan purchasing
BSBPUR401B
Unit Descriptor
Plan purchasing
This unit describes the performance outcomes, skills and knowledge required to prepare invitations to offer, identify suppliers, issue invitations to offer, and prepare purchase recommendations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who are required to prepare for complex purchasing agreements up to and including the point at which the organisation selects, without prejudice, a supplier. This is done with strict adherence to legal requirements and the organisation's purchasing strategies, and traditionally by a purchasing officer working under supervision of a purchasing manager or in consultation with senior management. The purchasing role addressed in this unit involves significant risk and/or significant expenditure and detailed legal and documentation arrangements.
Unit Sector
No sector assigned
ELEMENT 1. Prepare invitations to offer
Obtain specifications for goods and services to be purchased from relevant personnel and clarify as required Select purchasing methods most appropriate to particular purchases Prepare invitations to offer Obtain approval of invitations to offer Review organisation's records for potential suppliers Identify sources of supply Invite suppliers Evaluate sources of supply against requirements of purchasing strategies Distribute invitations to offer Conduct briefings as required Clarify issues arising with suppliers in line with purchasing strategies
2. Identify suppliers
2.1 2.2 2.3 2.4 3.1 3.2 3.3
3. Issue invitations to offer
4. Prepare recommendations 4.1 to purchase 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9
Receive offer documents from suppliers Assess offer documents against requirements of purchasing strategies Seek further information from suppliers as required Obtain specialist expertise to assist with evaluation as required Evaluate offers against requirements of purchasing strategies Prepare shortlists of suppliers that make offers and who meet purchasing criteria Select preferred offers Make recommendations about preferred offers and seek approval by relevant personnel Obtain approval for recommended offers
Required skills
communication skills to negotiate and liaise with potential suppliers and relevant
personnel involved in purchasing planning culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities information technology skills to use software relevant to conducting purchasing planning activity information management skills to ensure all aspects of purchasing planning are conducted in sufficient detail literacy skills to write tender or quotation documents and written reports containing complex concepts organisational and time management skills to sequence tasks and meet timelines.
Required knowledge
levels of government that affects business operations, codes of practice and national standards, such as: consumer protection legislation contract law import of goods and services, where relevant sale of goods legislation Trade Practices Act organisational practices, policies and procedures for purchasing product knowledge about the goods and services being supplied purchasing and procurement principles for: accountability probity and transparency risk management value for money.
CEO coordinators internal users of purchased goods and services leaders managers other persons authorised to commit the organisation to purchases owner and Board specialist personnel involved in purchasing, asset maintenance and finance supervisors

Purchasing methods may include:
direct negotiations direct purchases using supply agreements electronic trading invitation of open or select tenders written quotations criteria for selection of suppliers from offers received delivery schedules draft contracts and agreements quality requirements required supplier capacity requirements for off-site storage and warehousing specifications of goods and/or services required
Invitations to offer may include:
Purchasing strategies may include:
criteria for evaluating purchasing performance different policies, procedures and strategies for different
dollar values of purchases limits of authority to approve purchases methodology for evaluating purchasing performance organisational and industry codes of conduct and ethics requirements for fairness and transparency in purchasing the organisation's documented strategies for things such as: purchasing covering policies procedures, guidelines and documentation formats for purchasing from suppliers including entities owned by the organisation, partners, alliance members and local and distant suppliers
Clarify issues may include:
requests for further information about specifications not
responded to, misinterpretations of specifications and supplementary/add on products or services
Further information may include:
requests about specifications not responded to,
misinterpretations of specifications and supplementary/add on products or services supplier briefings and presentations

documents containing preparations to offer evaluation of suppliers issuing of an invitation to offer formation of recommendation to purchase.

purchasing records.
analysis of responses to case studies and scenarios assessment of written reports documenting the direct questioning combined with review of portfolios of
procurement planing process
evidence and third party workplace reports of on-the-job performance by the candidate observation of preparation and issuing of invitations to offer oral or written questioning to assess knowledge review testimony from team members, colleagues, supervisors or managers.
CUS09 Music (Version 1.1) BSBPUR402B Negotiate contracts
BSBPUR402B
Unit Descriptor
Negotiate contracts
This unit specifies the outcomes required to negotiate terms of contracts with suppliers, and prepare and finalise contracts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who negotiate and formalise complex purchasing arrangements involving significant risk and/or significant expenditure and detailed legal and documentation arrangements. This unit applies to individuals who negotiate contracts as part of a broad purchasing role but are not specialist legal practitioners. They are typically guided by organisational contract negotiation guidelines and work under minimal supervision of a senior purchasing manager or in consultation with senior management.
Unit Sector
No sector assigned
ELEMENT 1. Negotiate terms of contracts with suppliers
Offer advice and undertake negotiations without prejudice Advise suppliers of the organisation's intent to accept their offers Negotiate issues with suppliers Determine desired outcomes, negotiation plans and schedules for negotiations Undertake negotiations and reach agreements with suppliers in accordance with plans Negotiate and document contract requirements to the satisfaction of the organisation and suppliers Draft required contracts using legal expertise if required Distribute draft contracts to relevant personnel and suppliers Ensure any discrepancies or disagreements are clarified and resolved to the satisfaction of all parties Ensure checks of the legality and validity of draft contracts are made Obtain approvals to sign contracts Ensure contracts are signed and exchanged between the organisation and suppliers Ensure contracts and related documents are stored and safeguarded Advise relevant personnel of contract requirements Advise unsuccessful suppliers of non-acceptance of offers
2. Prepare contracts
2.1 2.2 2.3 2.4 2.5
3. Finalise contracts
3.1 3.2 3.3 3.4
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds communication and negotiation skills to liaise with suppliers and reach agreement with literacy skills to draft concepts and write reports containing complex concepts technology application skills to use a range of software programs relevant to purchasing
and people with diverse abilities suppliers on contracts and contracting.
Required knowledge
levels of government that affects business operations, codes of practice and national standards, such as: consumer protection legislation contract law import of goods and services, where relevant sale of goods legislation Trade Practices Act organisational practices, policies and procedures for purchasing product knowledge about the goods and services being supplied purchasing and procurement principles for: accountability probity and transparency risk management value for money.
RANGE STATEMENT
Issues may include:
issues relating to non-compliance with invitation to offer issues relating to occupational health and safety (OHS) issues relating to the form and specific requirements of
requirements
performance standards
contract documentation
Contracts may include:
agreements for one-off or ongoing supply of goods or agreements with Australian or overseas individuals,
services
contractors, corporations, individuals and government agencies electronic or paper-based agreements memoranda of understanding/agreement
CEO managers leaders coordinators OHS specialists supervisors other persons authorised to commit the organisation to purchases internal users of purchased goods and services owner Board specialist personnel involved in purchasing, asset maintenance and finance
Checks may include:
referring the contract to others such as: external legal representative for organisation legal officer within organisation purchasing manager

documented agreement of terms with suppliers drafting and completion of a contract with a supplier for
goods and services informing of successful and unsuccessful suppliers. Assessment must ensure:
purchasing records.
analysis of responses to case studies and scenarios assessment of draft and finalised contracts for the supply direct questioning combined with review of portfolios of
of goods and services
evidence and third party workplace reports of on-the-job performance by the candidate observation of contacting successful and unsuccessful suppliers about the awarding of the contract oral or written questioning to assess knowledge review testimony from team members, colleagues, supervisors or managers review of authenticated documents from the workplace or training environment.
CUS09 Music (Version 1.1) BSBRES401A Analyse and present research information
BSBRES401A
Unit Descriptor
Analyse and present research information

This unit describes the performance outcomes, skills and knowledge required to gather, organise and present workplace information using available systems. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who are required to apply their broad knowledge of the work environment to analysis and research tasks. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.
No sector assigned
Unit Sector
ELEMENT 1. Gather and organise information
Gather and organise information in a format suitable for analysis, interpretation and dissemination in accordance with organisational requirements Access information held by the organisation ensuring accuracy and relevance in line with established organisational requirements Ensure that methods of collecting information are reliable and make efficient use of resources in accordance with organisational requirements Identify research requirements for combining online research with non-electronic sources of information Use business technology to access, organise and monitor information in accordance with organisational requirements Update, modify, maintain and store information, in accordance with organisational requirements Clearly define objectives of research ensuring consistency with organisational requirements Ensure that data and research strategies used are valid and relevant to the requirements of the research and make efficient use of available resources Identify key words and phrases for use as part of any online search strategy, including the use of Boolean operators and other search tools Use reliable methods of data analysis that are suitable to research purposes Ensure that assumptions and conclusions used in analyses are clear, justified, supported by evidence and consistent with research and business objectives
2. Research and analyse information
2.1 2.2 2.3 2.4 2.5
3. Present information
3.1 3.2 3.3 3.4
Present recommendations and issues in an appropriate format, style and structure using suitable business technology Structure and format reports in a clear manner that conforms to organisational requirements Report and distribute research findings in accordance with organisational requirements Obtain feedback and comments on suitability and sufficiency of findings in accordance with organisational requirements
Required skills
literacy skills to read, write and understand a variety of texts; and to edit and proofread problem-solving skills to deal with information which is contradictory, ambiguous, technology skills to select and use technology appropriate to a task research skills to identify and access information.
Required knowledge
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational record keeping/filing systems, security procedures and safe recording practices organisational policies and procedures relating to distribution of workplace information, and legal and ethical obligations research processes and strategies to identify new sources (online and print) of information and to use them most efficiently and effectively.
demographic data service delivery records computer databases (library catalogue, customer records,
subscription database, internet) computer files (letters, memos and other documents) correspondence (faxes, memos, letters, email) financial figures forms (insurance forms, membership forms) information on training needs invoices (from suppliers, to debtors) marketing reports/plans/budgets personnel records (personal details, salary rates) production targets sales records (monthly forecasts, targets achieved) anti-discrimination and related policy business and performance plans Code of Conduct/Code of Ethics defined resource parameters ethical standards goals, objectives, plans, systems and processes information protocols legal and organisational policies, guidelines and requirements management and accountability channels OHS policies, procedures and programs procedures for updating records quality assurance and/or procedures manuals security and confidentiality requirements
Methods of collecting information may include:
checking research provided by others checking written material including referrals and client
files individual research information from other organisations interviews with community members, colleagues/customers observation and listening previous file records questioning (in person or indirect) recruitment applications and other forms
answering machine computer fax machine photocopier telephone comparative analysis hypothesis testing identification of trends industry pricing policies process mapping situational diagnosis data analysis documentation reviews focus groups interviewing colleagues and clients online searching product sampling subscription databases
Objectives of research may include:
Research strategies may include:
Key words and phrases may include:
American spellings when searching online cultural or geographic terms using different thesauri in different databases
Boolean operators may include:
exclude - / NOT include +/ AND or phrase searching " "/( ) variations, depending on the resource being used data sampling feedback on results peer review review of previous research statistical analysis community capacity building community development service provision business planning financial performance flexibility, responsiveness interpersonal communication marketing and customer service organisational values and behaviours people management work procedures and quality assurance manuals
Methods of data analysis may include:
Business objectives may include:
audit documentation and reports comments from community, board members, clients and customer satisfaction questionnaires quality assurance data returned goods
colleagues

presenting information and data maintaining and handling data and documents analysing and interpreting data to support organisational knowledge of research processes and strategies to
systematically activities
identify new sources of information.

access to an actual workplace or simulated environment access to office equipment and resources examples of research tasks and resources.
evidence and third party workplace reports of on-the-job performance by the candidate analysis of responses to case studies and scenarios demonstration of techniques observation of presentations review of documentation outlining recommendations and issues review of reports outlining research findings.
general administration units IT use units Governance units
CUS09 Music (Version 1.1) BSBRES801A Initiate and lead applied research
BSBRES801A
Unit Descriptor
Initiate and lead applied research

This unit describes the performance outcomes, skills and knowledge required to plan, conduct and report on applied research to influence strategic practices and outcomes within an organisational context. The unit also covers constructing an applied research strategy, using a range of applied research techniques, and analysing and presenting findings. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to leaders or managers using applied research to ensure learning can enhance individual, team and organisational performance. The intended purpose and approach to applied research may vary across a range of contexts and organisations. In this unit, the focus is on applied research to attain improved organisational outcomes. It involves leading a range research activities and techniques that, in combination, can provide quality information to enhance learning related activities and the development of capabilities.
Unit Sector
No sector assigned
ELEMENT 1. Construct an applied research strategy
Clarify and confirm applied research purpose and needs of the target group Determine policies and procedures in relation to conducting applied research Establish mechanisms for collecting and maintaining data in a systematic manner Analyse factors affecting the reliability and validity of data Review relevant research ethics and codes of conduct Prepare applied research strategy and hypothesis Frame a research strategy in consideration of available tools and resources Review and evaluate a range of applied research methods, theories and data collection techniques Select appropriate methods to gather and analyse data Use, as appropriate, suitable technology and technology services to support data collection and analysis Access appropriate sources of information and contributors relevant to the research Optimise relevance of the research through integrity of the data collected and analysis tools used
2. Use a range of applied research techniques
2.1 2.2 2.3 2.4 2.5
3. Analyse and present findings
3.1 3.2 3.3 3.4 3.5
Evaluate how research findings such as trends and changes will impact on learning strategy Review data and research findings for accuracy of details and adherence to any legal requirements Collate and analyse data for relevance against the original applied research strategy Document and present research findings in a clear and logical manner consistent with audience needs Identify the need for and an appropriate approach to, further research
Required skills
communication and teamwork skills to: analyse and interpret structurally intricate information in the area being researched consult with target groups using a range of communication techniques develop written texts which deal with complex ideas and concepts present research results creatively to meet audience needs initiative and enterprise skills to discover and source appropriate information, and to planning and organising skills to: construct an applied research strategy initiate and design research methodology manage an applied research project frame research strategy in consideration of available resources problem-solving skills to: develop and examine the validity of the hypothesis using a range of applied research
identify future implication of information and data collected
techniques collect, organise, analyse and present data analyse research check the integrity of data collected conduct trend analyses self-management and learning skills to: manage own time and determine priorities review and adhere to relevant ethics and codes of conduct store data to maintain privacy and confidentiality of information conduct research to develop capabilities and learning related activities technical skills to: select suitable technology and technical services use a range of software programs use technology and the internet to discover, access, collect and store data, information and research in a systematic manner.

Required knowledge
communication processes and methods data collection methods legislation, regulations, policies, procedures and guidelines relating to handling or
storing data, including privacy and freedom of information presentation techniques reporting methods research ethics and codes of conduct research tools and methods selection of appropriate applied research techniques.
Applied research purpose may be contained in documents such as:
agreements research brief research contracts research guidelines research statement age cohort career choices cultural background and needs diversity employees employment status or role end users learners/students learning styles and preferences level of education achieved literacy and numeracy skills location occupational health and safety predetermined service user group skill or competency profile socioeconomic background
Target group may include:
Applied research strategy may cover:
analysis of industry specific trends, statistics and issues collection of data to assist informed decision making, data and information relating to strategy, policy, practices,
planning or risk management
or work processes developed and implemented by an organisation formation of solutions to complex problems information and analysis needed to develop a campaign, strategic plan, industry or sector plan and strategy, or to bargain effectively with employers information and analysis to conduct a strategic or community campaign or activity relationship or relevance of a theory, principle or practice to an immediate practical problem, issue or to test a proposed solution
Factors affecting reliability and validity may include:
sample size type or survey used (e.g. comparing types and methods capacity to generalise findings across the whole access appropriate population
to increase validity) population
Hypothesis is:
conceptual or operational proposition or explanation that
will be tested through the conduct of the applied research
Tools may be:
designed for electronic or physical presentation involve a range of technologies (online or
computer-based)
components required design specifications infrastructure monetary physical technical manuals samples
Applied research methods and theories may cover:
methods such as: action research case study classification experience and intuition experiments interviews map making mathematical models and simulations participant observation physical traces analysis semiotics surveys statistical data analysis statistical surveys ethnographic research content, textual analysis, theories and techniques, which
will vary upon consideration of: application of statistical methods causal factors and dependant or independent variables critical analysis experimental, quasi-experimental, non-experimental mathematical calculations problem solving qualitative or quantitative research sampling and sample size
Data collection techniques may include:
collaboration with other experts or mentors desk research document research field study observation physical items analysis interviews questionnaires surveys
Suitable technology may include:
communication technology and networks databases and the use of spreadsheets, graphs, trend hardware and software
and time series, and mathematical equations
Appropriate sources of information may include:
archives community organisations computer data, including internet discussions with current industry practitioners discussions with industry personnel, manufacturers, and technical and sales personnel government departments industry associations and organisations industry journals libraries (such as text, film, video, sound, graphic) media (such as film, television, radio, newspapers, multimedia) media archives museums, galleries organisational policies, procedures and journals personal observations and experience professional organisations reference books technical publications, manuals
Contributors may include:
individuals and groups both inside and outside the
organisation who have some direct interest or expertise in relation to the applied research or who provide data available time and resources feasibility of implementing the recommendations findings of previous and current research original research parameters and brief quality and credibility of the methodology value of its usefulness value of the information and data
Relevance of the research may be based on:
Legal requirements may include:
agreements with third parties that supply research or data competency standards contracts copyright and privacy laws relating to physical materials and electronic technology licensing plagiarism privacy relevant commonwealth and state/territory legislation, policy, codes of practice and national standards security of information
Presenting research findings may include:
circulating publications for comment and critique on the
internet contributing to strategic policy drafting publications or reports presentations at seminars and conferences providing data, plans, specifications and reports resulting in changed work practice/s or design/s providing internal reports verbally, in writing or via presentations publishing papers and articles for expert review and audiences publishing reports and articles for lay audiences

formulating a research proposal or plan which includes: specific research questions or hypotheses valid population or sample size description of the geographical, cultural, social or
institutional context within which the research will be carried out full description of the data collection methods analysis of the limitations to research design designing an applied research project using appropriate tools and techniques research report with analysis of data, and valid and reliable findings utility and relevance of the research results knowledge of applied research techniques.

research activity relates to an actual workplace or competence is consistently demonstrated over time, over
simulated context and topic
a range of applied topics, and using a range of tools and techniques appropriate to the given situations and research topic.
evidence and third party workplace reports of on-the-job performance by the candidate applied projects or assessment activities relating to conducting applied research observation of contextual application of skills oral or written questioning to assess knowledge of applied research.
BSBITB701A Implement advanced electronic BSBLED702A Lead learning strategy implementation BSBLED703A Implement improved learning practice BSBLED704A Review enterprise e-learning systems and BSBLED709A Identify and communicate trends in career
technologies
solutions implementation development.
CUS09 Music (Version 1.1) BSBRSK401A Identify risk and apply risk management processes
BSBRSK401A
Unit Descriptor
Identify risk and apply risk management processes

This unit describes the performance outcomes, skills and knowledge required to identify risks and to apply established risk management processes to a subset of an organisation or project's operations that are within the person's own work responsibilities and area of operation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals with a broad knowledge of risk analysis or project management who contribute well developed skills in creating solutions to unpredictable problems through analysis and evaluation of information from a variety of sources. They may have responsibility to provide guidance or to delegate aspects of these tasks to others. In this unit, risks applicable within own work responsibilities and area of operation, may include projects being undertaken individually or by a team, or operations within a section of the organisation.
Unit Sector
No sector assigned
ELEMENT 1. Identify risks
Identify the context for risk management Identify risks using tools, ensuring all reasonable steps have been taken to identify all risks Document identified risks in accordance with relevant policies, procedures and legislation Analyse and document risks in consultation with relevant stakeholders Undertake risk categorisation and determine level of risk Document analysis processes and outcomes Determine appropriate control measures for risks and assess for strengths and weaknesses Identify control measures for all risks Refer risks relevant to whole of organisation or having an impact beyond own work responsibilities and area of operation to others as per established policies and procedures Choose and implement control measures for own area of operation and/or responsibilities Prepare and implement treatment plans
2. Analyse and evaluate risks
2.1 2.2 2.3
3. Treat risks
3.1 3.2 3.3
3.4 3.5
4. Monitor and review effectiveness of risk treatment/s
4.1 4.2 4.3 4.4
Regularly review implemented treatment/s against measures of success Use review results to improve the treatment of risks Provide assistance to auditing risk in own area of operation Monitor and review management of risk in own area of operation
Required skills
literacy skills sufficient to read and understand a variety of texts; and to write, edit and
proofread documents to ensure clarity of meaning, accuracy and consistency of information research and data collection skills to monitor and evaluate risks problem-solving skills to appropriately address identified risks. Required knowledge
Australian and international standards for risk management key provisions of relevant legislation from all levels of government that may affect
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues occupational health and safety organisational policies and procedures relating to risk management processes and strategies auditing requirements relating to risk management.
any related projects or organisations any resources, including physical assets, which are vital key operational elements and service of the organisation organisation or project, how it is organised and its own role and responsibilities in relation to overall project
to operations capabilities
or organisation design
Risks may include:
commercial and legal relationships economic circumstances and scenarios human behaviour individual activities management activities and controls natural events political circumstances positive risk technology - technological issues
Tools may include:
documentation to assist in process of identifying risk, and standard instruments developed for the organisation and
assessing impact and likelihood of occurrence
contextualised for sections of the workplace's operations, such as checklists and testing procedures tools to prioritise risks, including where relevant, numerical scoring systems for risks Stakeholders may include:

contractors employees financial managers insurance agents managers public service providers suppliers unions volunteers
Risk categorisation may include:
likelihood of risks: almost certain likely possible unlikely rare consequences of risks: insignificant minor moderate major catastrophic current control measures
Level of risk may include:
low, treated with routine procedures moderate, with specific responsibility allocated for the
risk, and monitoring and response procedures implemented high, requiring action, as it has potential to be damaging to the organisation or project extreme, requiring immediate action, as it has potential to be devastating to the organisation or project Control measures may include:
hierarchy of controls: reduction in likelihood of risks reduction of consequences of risks retention of risks risk aversion transfer of responsibility of risks
Measures of success may include:
costs reductions in impact reductions in likelihood reductions in occurrence

identification, analysis and evaluation of risks demonstrated understanding of personal role in relation to demonstrated understanding of risk management
wider organisational or project context processes and procedures.

access to workplace documentation relating to risk access to risk management tools and frameworks.
management
evidence and third party workplace reports of on-the-job performance by the candidate review of documentation outlining risk analysis processes and outcomes analysis of responses to case studies and scenarios oral or written questioning to assess knowledge of Australian and international standards for risk management review of implementation of treatment plans.
general administration units other risk management units.
CUS09 Music (Version 1.1) BSBRSK501A Manage risk
BSBRSK501A
Unit Descriptor
Manage risk
This unit describes the performance outcomes, skills and knowledge required to manage risks in a range of contexts across the organisation or for a specific business unit or area. The unit has been designed to be consistent with AS/NZS 4360:2004 Risk management. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit addresses the management of the risk across the organisation or within a business unit or area. It does not assume any given industry setting. This unit applies to individuals who are working in positions of authority and are approved to implement change across the organisation, business unit, program or project area. They may or may not have responsibility for directly supervising others.
Unit Sector
No sector assigned
ELEMENT 1. Establish risk context
Review organisational processes, procedures and requirements for undertaking risk management Determine scope for risk management process Identify internal and external stakeholders and their issues Review political, economic, social, legal, technological and policy context Review strengths and weaknesses of existing arrangements Document critical success factors, goals or objectives for area included in scope Obtain support for risk management activities Communicate with relevant parties about the risk management process and invite participation Invite relevant parties to assist in the identification of risks Research risks that may apply to scope Use tools and techniques to generate a list of risks that apply to the scope, in consultation with relevant parties Assess likelihood of risks occurring Assess impact or consequence if risks occur Evaluate and prioritise risks for treatment
2. Identify risks
2.1 2.2 2.3 3.1 3.2 3.3
3. Analyse risks
4. Select and implement treatments
4.1 4.2 4.3 4.4 4.5 4.6
Determine and select most appropriate options for treating risks Develop an action plan for implementing risk treatment Communicate risk management processes to relevant parties Ensure all documentation is in order and appropriately stored Implement and monitor action plan Evaluate risk management process
Required skills
communication and literacy skills to consult and negotiate, to prepare communications
about risk management, and to encourage stakeholder involvement organisational and management skills to plan and implement risk management processes problem-solving and innovation skills to find practical ways to manage identified risks. Required knowledge
AS/NZS 4360:2004 Risk management. legislation, codes of practice and national standards, for example: duty of care company law contract law environmental law freedom of information industrial relations law privacy and confidentiality legislation relevant to organisation's operations legislation relevant to operation as a business entity organisational policies and procedures, including: risk management strategy policies and procedures for risk management overall operations of organisation reasonable adjustment in the workplace for people with a disability types of available insurance and insurance providers.
Risks may include those relating to:
commercial relationships economic circumstances and scenarios human behaviour individual activities legislation management activities and controls natural events political circumstances technology
Scope may apply to:
given project specific business unit or area specific functional such as: financial management OHS governance external environment internal environment whole organisation
Relevant parties may include:
all staff internal and external stakeholders senior management specific teams or business units technical experts data or statistical information information from other business areas lessons learned from other projects or activities market research previous experience public consultation review of literature and other information sources brainstorms checklists fishbone diagrams flowcharts scenario analysis
Tools and techniques may inlcude:
Likelihood may refer to:
probability of a given risk occurring, such as: very likely likely possible unlikely rare significance of outcomes if the risk occurs, such as: disastrous severe moderate impact minimal impact considering the likelihood of the risk occurring considering the impact of the risk determining which risks are most significant and are
Impact or consequence may refer to:
Evaluation of risks includes:
therefore priorities for treatment
Options may include:
avoiding the risk changing the consequences changing the likelihood retaining the risk sharing the risk with a third party what actions are required who is taking responsibility time lines monitoring processes
Action plans should include:

risk management plan which includes a detailed
stakeholder analysis, explanation of the risk context, critical success factors, identified and analysed risks, and treatments for prioritised risks details of monitoring arrangements for risk management plan and an evaluation of the risk management plan's efficacy in treating risks knowledge of relevant legislation, codes of practice and national standards.

access to workplace documentation.
evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to assess knowledge of risk management policies and procedures review of documented critical success factors, and goals or objectives for area review of risks prioritised for treatment evaluation of action plan for implementing risk treatment evaluation of documentation communicating risk management processes to relevant parties.
financial management units, governance units, human
resource management units, or technology units.
CUS09 Music (Version 1.1) BSBSMB201A Identify suitability for micro business
BSBSMB201A
Unit Descriptor
Identify suitability for micro business

This unit describes the performance outcomes, skills and knowledge required to set up a micro business. Specific legal requirements apply to the management of a micro business. This unit contains employability skills.
This unit requires individuals to examine their potential for entering a micro business.
No sector assigned
Unit Sector
ELEMENT 1. Explore potential business ideas
Identify products and services that are available from local micro and small businesses Identify products and services that are not available locally Determine opportunities for new micro businesses based on gaps in the provision of goods and services Identify and utilise a range of sources to gather information about micro business opportunities identified Outline the processes to be undertaken by the micro business to provide the products/services Identify personal reasons for entering into a micro business in realistic terms of own personal commitments, expectations and capabilities Match personal capabilities realistically with the identified business opportunities Examine personal commitments, expectations and capabilities to realistically identify impacts on the preferred business opportunity Examine options to address and minimise the negative impacts and strengthen the positive impacts of these issues List the skills and knowledge required to develop and operate the business opportunity Identify and interpret business information and terminology Identify gaps in personal skills and knowledge which are needed for the business Identify appropriate learning opportunities to rectify gaps in personal skills and knowledge Identify potential mentors, advisers, networks and sources of assistance for the business
2. Compare personal skills and aspirations with micro business opportunities
2.1 2.2 2.3 2.4
3. Access business learning opportunities, mentoring and advice
3.1 3.2 3.3 3.4 3.5
Required skills
analytical skills to prioritise micro business opportunities and to identify own skills gaps communication skills to describe ideas, and own personal and life goals literacy skills to record micro business opportunities, personal expectations, research skills to investigate micro/small business products and services and the likely
commitments and skills
demand for products and services.
Required knowledge

characteristics of micro/small business and its environment learning opportunities and sources of assistance for micro/small business operators personal skills required for micro business products and services that are available from local micro/small businesses and those that are not available.
Micro and small businesses may include:
community owned and/or run businesses family owned and/or run businesses franchise government owned business sole trader owned and/or run business other such forms of small businesses which meet the
accepted definition of a small business Australian Bureau of Statistics business advisors business incubators business people business/trade associations friends, family and community government agencies internet local government market research publications mentors teachers
Range of sources may include:
Personal commitments, expectations and capabilities may include:
community commitments and expectations cultural values, behaviours and expectations current and preferred lifestyle customer expectations family commitments and expectations other business interests or employment own financial background, commitments and aspirations personal motivation and entrepreneurship personal principles and ethics time commitments and availability
Business information and terminology may include:
terms frequently used in business such as: balance sheet cost liabilities margin mark-up pricing profit return sales information relating to businesses such as: compliance with legislation, regulations and codes of
practice financial management marketing information technology (including e-business) production quality assurance
Personal skills and knowledge may include:
ability to prioritise obligations and commitments communication skills both with own community and other
communities cultural knowledge and sensitivities financial management skills and business knowledge life skills (including assertiveness) literacy and numeracy skills time management marketing and selling skills planning skills positive relationships with family, customers, suppliers, staff and community self-promotion and self-image specific industry and local knowledge

coaching, mentoring and/or supervision courses informal training personal study recognition of competence or skills recognition work experience workplace training

sound description of the potential micro business clear description of own personal and business effective matching of personal attributes with micro
opportunity capabilities
business opportunities and identification of personal development opportunities knowledge of learning opportunities and sources of assistance for micro/small business operators.

access to relevant documentation candidate's individual circumstances and work are the
basis for assessment.
portfolio of evidence including a short oral or audiovisual
presentation review of personal skills plan oral or written questioning to assess knowledge of own personal and business capabilities review of personal capabilities matched with identified business opportunities.
BSBSMB301A Investigate micro business opportunities.
CUS09 Music (Version 1.1) BSBSMB301A Investigate micro business opportunities
BSBSMB301A
Unit Descriptor
Investigate micro business opportunities

This unit describes the performance outcomes, skills and knowledge required to develop business ideas, and to investigate market needs and factors affecting potential markets. Specific legal requirements apply to the management of a micro business. This unit contains employability skills.
This work will be undertaken by individuals who are establishing or operating a micro business providing for self employment.
No sector assigned
Unit Sector
ELEMENT 1. Describe business ideas
Gather information for business ideas from appropriate sources List details of business ideas and opportunities Research alternative business ideas in light of the resources available Specify and list products and services to match business ideas Identify and research potential customer information for business ideas Identify and take into account financial, business and technical skills available when researching business opportunities Collect information regarding market size and potential from appropriate sources Investigate market trends and developments to identify market needs relative to business ideas Gather market information from primary and secondary sources to identify possible market needs in relation to business ideas Identify ethical and cultural requirements of the market and their impact on business ideas Identify new and emerging markets and document their features Identify and organise information on expected market growth or decline and associated risk factors Identify projected changes in population, economic activity and the labour force that may affect business ideas Identify movements in prices and projected changes in availability of resources Review trends and developments and identify their potential impact on business ideas
2. Identify market needs
2.1 2.2 2.3 2.4 2.5 2.6
3. Investigate factors affecting the market
3.1 3.2 3.3
Required skills
analytical skills to identify market trends and developments, and to assess their impact
on products and services communication skills to request information from diverse sources lateral thinking skills to generate ideas for potential businesses literacy skills to interpret business and market information numeracy skills to analyse data to aid business/market research research skills to investigate market needs.
Required knowledge
ethical and cultural requirements research methods and data collection tools sources of business and market information. 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.
Business ideas may be influenced by:
amount and type of finance available cultural, family and/or community expectations expected financial viability finance required lifestyle sought number and type of competitors returns expected or required by owner skills of owner/operator
Appropriate sources may include:
Aboriginal and cultural councils and incorporated bodies accountants Australian Bureau of Statistics business advisory services business brokers business consultants business incubators business mentors and peers current affairs databases financial institutions government agencies set up to provide and assist business development for example Indigenous Business Australia (IBA), Business Entry Point (www.business.gov.au) industry/trade associations internet lawyers and providers of legal advice local councils friends, family and community market research publications national and international publications online gateways role models and other successful businesses training providers
Customer information may include:
customer characteristics marketing issues to meet needs specialised needs of customers
Primary sources may include:
group interviews market testing a segment of the market interviews (face-to-face and telephone) observation questionnaires samples surveys chambers of commerce data data held by research and industry specific organisations polls published by advertising and media companies published government statistics university databases
Secondary sources may include:
Ethical and cultural requirements may include:
codes of practice cultural expectations and influences ethical principles government policies and guidelines societal expectations social responsibilities, for example protection of
children, environmental issues
New and emerging markets may include:
e-commerce export market niche or segment of the market not currently penetrated
Trends and developments may include:
changes in technology demographic trends ecological/environmental trends economic trends (local, regional, national, international) government activities, fro example interest rates, deregulation industrial trends social and cultural factors


thorough investigation of business opportunities and clearly identified products/services and customer thorough collection and analysis of market information
ideas
information for each business idea
and associated factors relating to business ideas knowledge of ethical and cultural requirements.

access to relevant documentation candidate's individual circumstances and work in the
context of establishing or running a micro business, are the basis for assessment.
portfolio of evidence relating to the development of the review of report on an existing micro or small business
candidate's own business idea
known to the candidate oral or written questioning to assess knowledge of research methods and data collection tools review of market information gathered to identify possible market needs in relation to business ideas assessment of review of trends and developments and their potential impact on business ideas.
BSBSMB302A Develop a micro business proposal.
CUS09 Music (Version 1.1) BSBSMB302A Develop a micro business proposal
BSBSMB302A
Unit Descriptor
Develop a micro business proposal

This unit describes the performance outcomes, skills and knowledge required to develop an identified business idea, to research the feasibility of the business opportunity and to present a business idea in formats that suit a range of stakeholders. Specific legal requirements apply to the management of a micro business. This unit contains employability skills.
No sector assigned
Unit Sector
ELEMENT 1. Evaluate business opportunities
Identify and research key factors that influence viability of business ideas Analyse business ideas in terms of personal or family needs and commitments Evaluate impacts of emerging or changing technology, including e-commerce, on the business Determine viability of business opportunity in line with perceived risks, resources available, financial returns and other outcomes sought Assess and match personal skills/attributes against those perceived as necessary for a particular business opportunity Identify and assess business risks according to resources available and personal preferences Develop an accurate description of the business idea for key stakeholders Develop an accurate summary of the major products and/or services required to suit personal needs and requirements Present an accurate list of key stakeholders and their information requirements Determine an acceptable method of presentation of information for each stakeholder Provide accurate customised information to target audiences
2. Detail the business idea
2.1 2.2
3. Prepare the business overview to suit different stakeholders
3.1 3.2 3.3
Required skills
analytical skills to assess personal attributes and to identify business risks, for example,
to conduct a strengths, weaknesses, opportunities, threats (SWOT) analysis communication skills to present information in an appropriate format for the audience literacy skills to enable interpretation of business information numeracy skills to analyse data to aid research research skills to investigate the feasibility of a business opportunity.
Required knowledge
commonwealth, state/territory and local government legislative requirements relating to
business operation, especially in regard to occupational health and safety (OHS) and environmental issues, equal employment opportunity, industrial relations and anti-discrimination income and expenditure costing regulations and codes of practice relevant to the business operation principles of risk assessment relevant to the business opportunity.
RANGE STATEMENT
Key factors may include:
economy infrastructure requirements legal requirements and licensing market competition opportunities available resources and premises/location available risks related to a particular business opportunity, especially in regard to OHS and environmental considerations set up costs, time and effort skills available timing/cyclical considerations business knowledge and skills communication skills entrepreneurship financial knowledge and skills technical and/or specialist skills willingness to explore opportunities
Personal skills/attributes may include:
Business risks may be affected by and may include:
cultural, community and/or family factors market competition market trends OHS and environmental considerations relevant legislative requirements resources available security of investment security of premises/location supply and demand
Accurate description of the business idea includes:
business type and location such as: specific aspects of type of business, for example
newsagency, clothes retailing, toy manufacturing, tourism venture, heritage consultant type or field of business, for example consulting, manufacturing, retailing where the business will operate from overall purpose of the business general scope such as: address community or social justice objectives maximise profits and personal wealth provide employment opportunities for self, family or community members provide not-for-profit goods and services for the community retain linkages to land or locality
Accurate summary of the major products and/or services includes:
customer and market description such as: customer characteristics marketing issues to meet needs specialised needs of customers overall predicted costs including: capital distribution costs insurance maintenance overheads production costs supply costs overall predicted income such as: grants interest on investments loans supply or sales of products or services tax incentives processes or operations such as: how business might be structured what ethical or cultural principles and protocols will resources such as: capital cultural knowledge equipment premises skills and abilities what major activities the business will undertake
guide the running of the business
business and community members and organisations councils (local, land and other) customers Elders, traditional owners, native Title holders family members funding bodies/banks/lending institutions Indigenous, culturally and linguistically diverse organisations suppliers
appropriate medium for presentation, such as oral or
Preparing the business overview may mean determining:
visual presentation, video, written documentation, developing a web page best style of presenting the information, such as using plain English, using first language, joint presentation with key stakeholders most suitable information to include in different versions of the overview order of information to best suit the needs and interests of the audience time and location that best suits the target audience needs and their importance
Method of presentation includes: Presentation may be via:
main characteristics of the method reasons for the method and any cultural considerations formal written business proposal oral or visual presentation video

accurate and complete outline of the business idea that
considers the major elements of: products/services customers operations and processes income and expenditure resources marketing location evaluation of research results and assessment of the likely viability and practicability of a business opportunity, taking into account the current business/market climate and resources available effective presentation of business idea and profile knowledge of relevant legislative requirements affecting business operation. Assessment must ensure:
oral or audio-visual presentation of business proposal, portfolio of evidence including an outline of the business
depending on the proposed stakeholder/s
idea, evaluation of viability based on research and presentation of the business idea in an appropriate format for the proposed stakeholder/s oral or written questioning to assess knowledge of regulations and codes of practice relevant to the business operation review of list of key stakeholders and their information requirements.
BSBSMB301A Investigate micro business opportunities.
CUS09 Music (Version 1.1) BSBSMB303A Organise finances for the micro business
BSBSMB303A
Unit Descriptor
Organise finances for the micro business

This unit describes the performance outcomes, skills and knowledge required to investigate the financial capacity to enter into a micro business, to determine the projected cash flow, to source finances and to monitor the profitability of the business. Specific legal requirements apply to the management of a micro business. This unit contains employability skills.
No sector assigned
Unit Sector
ELEMENT 1. Ascertain own financial position and the ability to provide capital/equity for the business
PERFORMANCE CRITERIA 1.1 1.2 2.1 2.2 2.3 2.4 2.5 2.6 2.7
Realistically detail personal, family or community financial situation in terms of funds available and commitments already incurred Determine equity finance and assets available for micro business from personal, family or community sources Determine the level of forecast business activity over a year and the business mix Estimate establishment costs for the business and repayment schedule for borrowings Calculate the monthly variable and fixed costs needed to conduct business activity over a year Estimate personal drawings needed to be taken from the business Estimate the monthly income generated by the business for a year based on price per unit item or hourly charge rate for labour Develop a cash flow budget for the first year of business operation Seek professional advice to estimate goods and services tax and operating finance required for the business Estimate required funding to establish and run the business based on expected sales and activity levels, available finances and commitments Investigate methods of accessing alternative sources of finance Identify strategies for meeting financial obligations Implement plans to access available funds as required
2. Determine projected cash flow for the business
3. Source the required funds to establish the business
3.1 3.2 3.3 3.4
4. Monitor profitability of the business
4.1 4.2 4.3 4.4
Maintain and review monthly expenditure and income records Compare equity at beginning and end of a year to estimate business performance Assess the financial viability of the business after a year of operation Seek professional advice on depreciation, insurance and tax implications of the business
Required skills
analytical skills to determine the viability of the business literacy skills to interpret financial reports and to complete relevant forms requested by
financial bodies numeracy skills to calculate basic revenue and expense forecasts, and to estimate the funding needed to establish and run the business research skills to source financial information. Required knowledge

basic budgeting basic costing for the business financial commitments and requirements financial reports and terminology methods and relative costs of obtaining finance own financial position sources of advice and assistance.
Personal, family or community financial situation may include:
education and other expenses equity available through capital, savings and assets existing loan repayments and/or other debt repayments family, community or cultural commitments and living expenses such as rent, food, clothing for self and
obligations family
Establishment costs may include:
capital equipment insurance costs purchase price start-up costs
Professional advice may include:
accountants business brokers/business consultants government agencies industry/trade associations online gateways mentors banks and/or other finance providers business finance family or community equity family or community loans/resources government grants and other sources personal equity private capital royalties venture capital
Sources of finance may include:
Financial viability may include:
return on capital return on labour

investigation of own financial position and needs investigation of projected cash flow for the business estimation of the funding needed to establish and operate assessment of the financial viability of the business knowledge of basic budgeting.
the business

problem-solving scenario which requires candidate to
assess the financial viability of a proposed micro business in candidate's geographical location; the scenario should include opportunities for the candidate to calculate expenses and commitments against expected income oral or written questioning to assess knowledge of financial reports and terminology review of estimated establishment costs for the business and repayment schedule for borrowings review of plans implemented to access available funds.
BSBSMB302A Develop a micro business proposal BSBSMB304A Determine resource requirements for the
micro business.
CUS09 Music (Version 1.1) BSBSMB304A Determine resource requirements for the micro business
BSBSMB304A
Unit Descriptor
Determine resource requirements for the micro business

This unit describes the performance outcomes, skills and knowledge required to determine the resource requirements of the micro business and to source these resources. Specific legal requirements apply to the management of a micro business. This unit contains employability skills.
No sector assigned
Unit Sector
ELEMENT 1. Identify the resources needed in the business
Use the business profile to determine the types of resources that may be required in the business Gather information regarding resource requirements, from appropriate sources Determine resource quantities in accordance with business activity levels and financial position Investigate different options for acquiring resources needed in the business in terms of business profile and stakeholder needs Determine reliability, risks and costs associated with these options in line with business projections Determine ease of access to sources of service and support Select suitable options as investigated Establish relationships with suppliers and other key people Design procedures and systems to allow for the effective and efficient introduction, use and maintenance of resources Negotiate and review arrangements for supply of resources to ensure the business profile is met Design procedures for monitoring the use of resources Develop procedures for the maintenance, support, repair and replacement of business machinery, equipment and software
2. Select appropriate sources for resources required in the business
2.1 2.2 2.3 2.4 2.5
3. Prepare for the use of resources in the business
3.1 3.2 3.3 3.4
Required skills
communication skills to negotiate contracts; to make initial and to maintain ongoing,
contact with suppliers; to explain processes/procedures to contractors or employees (where relevant) literacy skills to produce simple instructions for a particular routine task numeracy skills to calculate resource/equipment expenditure research skills to investigate the resources needed for the business and options for acquiring them technology skills to select and use technology appropriate to a task.
Required knowledge
business operation, especially in regard to occupational health and safety (OHS) and environmental issues, equal employment opportunity, industrial relations and anti discrimination functions of a range of business equipment and machinery (including information technology/communications systems and software) organisation's business profile and structure procedures and systems for the use of and routine maintenance of resources types of resources that would be required as per the business profile.
Types of resources may include:
consumables equipment facilities human resources machinery materials software vehicles
Information regarding resource requirements includes: Options for acquiring resources may include:
costs delivery set up hiring leasing outsourcing purchasing
Procedures and systems may include:
budgeting limits and approval process delivery and receipt of stock and materials developing and monitoring resource contracts installation and support for IT/communications equipment and software installation of machinery and equipment maintenance and repair of machinery and equipment ordering of stock and materials recruitment, induction and supervision of personnel (employees or contractors) storage of stock and materials

knowledge of types of resources required by the business determining appropriate resource levels in line with selecting options for resource acquisition suited to the
business profile and desired profit
business and financial position developing procedures and systems to allow for the efficient and effective installation, use and maintenance of resources.

oral or audio-visual presentation of a case study requiring
the candidate to determine resources needed to operate a specific micro business in a field and location relevant to the candidate portfolio of evidence including identified and required resources, and options for their acquisition oral or written questioning to assess knowledge of relevant legislation from all levels of government that affects small business operation review of resource quantities determined review of procedures developed for the maintenance, support, repair and replacement of business machinery, equipment and software.
BSBSMB302A Develop a micro business proposal BSBSMB303A Organise finances for the micro business BSBSMB306A Plan a home-based business.
CUS09 Music (Version 1.1)
BSBSMB305A Comply with regulatory, taxation and insurance requirements for the micro business
BSBSMB305A
Comply with regulatory, taxation and insurance requirements for the micro business
This unit describes the performance outcomes, skills and knowledge required to outline the regulatory, taxation and insurance compliance requirements of a micro business; and to source advice and specialist services to assist business owners/managers in satisfying these requirements and needs. Specific legal requirements apply to the management of a micro business. This unit contains employability skills.
Unit Descriptor
No sector assigned
Unit Sector
ELEMENT 1. Identify the regulatory, taxation and insurance requirements of the business
Identify regulatory, taxation and insurance requirements that might be relevant to the operation of the business Gather information that assists in interpreting and explaining the regulatory, taxation and insurance requirements Investigate the relationships between legislation, regulations, codes of practice, associated standards and written material to determine compliance requirements of the business Identify business advisers and other sources of assistance relevant to compliance requirements and type of business Explain to advisers business type and operations, covering the full scope of the business Clarify and confirm compliance requirements and risk minimisation needs with advisers Establish sources of advice and specialist services for regulatory, taxation and insurance compliance Review advice and procedures against the compliance requirements and their appropriateness for the business Implement procedures within the guidelines provided Take action to ensure that the business complies with the relevant taxation and business registration requirements, legislation, regulations, codes of practice and associated standards Arrange appropriate insurance cover for the business
2. Develop procedures to ensure compliance and risk minimisation
2.1 2.2 2.3 2.4 2.5
3. Implement compliance procedures
3.1 3.2
3.3
Required skills
communication skills to question and seek clarification from advisers on regulatory, literacy skills to interpret relevant regulatory, taxation and insurance information research skills to investigate compliance requirements.
taxation or insurance matters
Required knowledge
business registration and licensing requirements commonwealth, state/territory and local government legislative requirements relating to
business operation, especially in regard to occupational health and safety (OHS) and environmental issues, equal employment opportunity, industrial relations and anti-discrimination nature of legal responsibility relevant industry codes of practice relevant OHS responsibilities and procedures sources of advice and specialist services sources of information about regulatory, taxation and insurance requirements and issues taxation requirements.
Regulatory, taxation and insurance requirements may include:
local, state/territory, commonwealth and international
legislation, regulations and codes of practice affecting business operations such as: Acts and regulations industry and OHS codes of practice business registrations and licences planning and other permissions environmental legislation industrial law, agency law, property law, consumer legislation and standards, Torts Law and duty of care equal employment opportunity (EEO) and anti-discrimination legislation anti-competition regulations government agencies industry associations internet written material
Information gathered may include:
Taxation requirements may include:
Australian Business Number Business Activity Statement and goods and services tax GST registration PAYG and withholding arrangements tax file number
(GST) returns
Insurance requirements may include:
comprehensive insurance for vehicles/property professional indemnity insurance public liability insurance third party insurance on motor vehicles workers compensation other insurance cover as required by state/territory or commonwealth legislation, contractual obligations or as recommended for the industry/type of business
Sources of advice and specialist services may include:
accountants business advisers financial planners and insurance brokers funding bodies government agencies (for example, Indigenous
Business Australia, Office of Aboriginal Economic Development) industry/trade associations insurance brokers lawyers

identification of regulatory, taxation and insurance
compliance requirements and risk minimisation needs of the business identification of sources of advice on compliance and risk minimisation procedures for the business development and review of procedures for compliance and risk minimisation (with assistance from advisers) knowledge of legislative requirements affecting business operation.

oral or audio-visual presentation of a case study of a
micro business in similar field and location as candidate's proposal portfolio of evidence including identification of relevant compliance and risk minimisation needs for the micro business, and development of risk minimisation and compliance procedures (with assistance from advisers) review of implementation of procedures review of insurance cover arranged for the business.
BSBSMB302A Develop a micro business proposal.
CUS09 Music (Version 1.1) BSBSMB306A Plan a home based business
BSBSMB306A
Unit Descriptor
Plan a home based business

This unit describes the performance outcomes, skills and knowledge required to examine the issues around establishing a business in a home and to plan the workplace within a home environment. Specific legal requirements apply to the management of a small or micro business. This unit contains employability skills.
No sector assigned
Unit Sector
ELEMENT 1. Determine the viability of basing a business in a home environment
Identify activities that will be undertaken by the business and what facilities and workspace are needed Identify what licences, permits, regulations or restrictions apply to operating a home-based business Identify the availability of services and infrastructure to support the business Calculate the costs of suitable fittings and equipment for the business and any modifications required to existing facilities and infrastructure in the home Determine access requirements of clients or delivery vehicles to the business premises Identify insurance requirements for operation of the business in the home Prepare a floor plan or layout that meets the needs of the business and the home occupants Prepare any concept plans for modifications to buildings or structures in accordance with local government requirements Obtain approvals from relevant authorities Identify occupational health and safety (OHS) issues and develop procedures to eliminate or minimise any risks Design the workplace to provide appropriate client access and facilities while retaining privacy for home occupants Allocate adequate and secure space for business machinery, equipment and storage of materials Identify possible sources of conflict with neighbours or home occupants Develop protocols for home occupants, visitors and clients to enable the business to successfully operate in the home environment Prepare a work schedule that identifies business and personal activities Establish contingency plans for unanticipated events
2. Plan the workplace in a home environment
2.1 2.2 2.3 2.4 2.5 2.6
3. Minimise potential sources 3.1 of conflict 3.2 3.3 3.4
Required skills
communication skills to clarify restrictions and approvals; to negotiate with neighbours, literacy skills to understand and complete any relevant forms relating to a home-based research skills to locate and access sources of information relating to
home occupants, trades people and suppliers; to formulate questions to obtain quotes business
restrictions/approvals for a home-based business.
Required knowledge
aspects of the business being proposed commonwealth, state/territory and local government legislative requirements relating to
business operation, especially in regard to occupational health and safety (OHS) and environmental issues constraints of home-based businesses relevant services and infrastructure available.
RANGE STATEMENT
any products produced by the business if the business includes only one aspect of a process if the business is an adjunct to something else funding agency restrictions local government regulations state/territory government environmental
Licences, permits, regulations or restrictions may include:
regulations/restrictions
Services and infrastructure may include:
disability access gas mobile phone coverage phone/internet access postal services power supply of materials and packaging vehicle access water
Fittings and equipment may include:
furniture desk, chairs, work benches hardware/software storage for example shelving,
cabinets/freezers/machinery, shed
Approvals may be needed from:
body corporate (if rented unit) or owner (if the house is public liability/WorkCover verbal instructions visual images written signs dedicated area for consultation with clients/staff and /or
rented)
Procedures may include:
Client access and facilities may include:
display area entry parking signage toilets
Sources of conflict may include:
changes in home occupants' needs for space noise parking waste
Protocols may include:
informal understandings verbal instructions community and family responsibilities personal networking/mentoring attendance at events (community, family conferences, personal and/or family illness
Business and personal activities may include: Unanticipated events may include:
training)

identification of why the particular business is best identification and selection of useful strategies in planning knowledge of constraints of home-based businesses.
established in the home
the set up of a home-based business

context of establishing or running a home-based business, are the basis for assessment.
portfolio of evidence including floor layout and quotes for oral or written questioning to assess knowledge of review of access requirements determined for clients or review of protocols developed for home occupants, analysis of contingency plans established for
work
relevant legislation
delivery vehicles to the business premises visitors and clients
unanticipated events.
BSBSMB302A Develop a micro business proposal BSBSMB304A Determine resource requirements for the
micro business.
BSBSMB307A Set up information and communications technology for the micro business
BSBSMB307A
Unit Descriptor
Set up information and communications technology for the micro business

This unit describes the performance outcomes, skills and knowledge required to establish information and communications technology needs relevant to a home based business. It focuses on dealing with routine installation, operation and malfunctions of commonly used technology only; it is not a specialist information technology unit. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
No sector assigned
Unit Sector
ELEMENT
1. Determine information and 1.1 communications technology requirements 1.2 1.3 1.4
Identify the full range of hardware and software requirements relevant to the anticipated start-up level of business and available space Determine and decide on the type of internet connection needed to fulfil business requirements Identify suitable suppliers of hardware and software and appropriate support services Compare and analyse pricing and payment options to determine the most suitable information and communications technology goods and services for the business Determine suitable location for hardware, taking into account occupational health and safety (OHS) and environmental considerations Follow set up instructions for hardware in accordance with manufacturers' specifications Follow instructions on installation for all software applications and upgrades Install and test the connection device in accordance with vendor instructions Define the problem to be resolved Identify support services for common malfunctions Follow instructions for resolving common malfunctions Test device to ensure the malfunction is resolved
2. Install hardware and software products
2.1 2.2 2.3 2.4
3. Trouble shoot/resolve common malfunctions
3.1 3.2 3.3 3.4
Required skills
communication skills to clearly and succinctly identify the problem with the technology literacy skills to locate and understand key information in warranty and support services numeracy skills to compare prices for similar technology problem-solving skills to follow and act on verbal, written and/or diagrammatic technology skills to operate a personal computer.
and to negotiate with support service personnel and vendors
documents and to compare varying plans for internet service provision
instructions in relation to installing hardware/software and resolving routine malfunctions
Required knowledge

basic computer vocabulary required to identify the problem areas for support characteristics and compatibility of hardware and software OHS procedures for electrical equipment current, relevant software packages for work requirements technology security requirements.
Hardware and software requirements may include:
computers (desktop, notebook), monitor, keyboard current relevant software applications (for example MS
Word, MS Excel) data protection including backing up files facsimile machine photocopier photographic equipment (to photograph goods for selling on the internet) security requirements such as anti-virus software, password, pin telephone, mobile
broadband, wireless, dial-up, cable, satellite (depending
Internet connection may include:
on availability in the area) configuration of email address (for example web address versus free address) internet service provider
Support services may include:
informal networks and mentors manuals, books, journals manufacturers' specifications online help professional support service personnel training programs, tutorials vendor help desk for software and hardware; internet service provider help desk support
Occupational health and safety and environmental considerations may include:
disposal of redundant hardware and consumables ergonomics lighting placement of extension chords placement of hardware in terms of potential fire hazard and location of appropriate fire extinguisher ventilation
diagrammatic instructions written instructions
Manufacturers' specifications may include: Connection device may include:
asymmetric digital subscriber line (ADSL) cable modem modem cannot access the internet/email computer screen freezes printer paper jam
Common malfunctions may include:

following oral and written/diagrammatic instructions to identifying and selecting appropriate hardware/software identifying and resolving common malfunctions knowledge of technology security requirements.
install hardware and software

demonstration of practical skills such as connecting
portfolio of evidence including analysis of information and
hardware following diagrammatic/written instructions
communications technology systems, their costs and proposed selected system oral or written questioning to assess knowledge of resolving malfunctions of commonly used technology review of location determined for hardware.
BSBITU101A Operate a personal computer BSBSMB306A Plan a home-based business.
CUS09 Music (Version 1.1) BSBSMB401A Establish legal and risk management requirements of small business
BSBSMB401A
Unit Descriptor
Establish legal and risk management requirements of small business

This unit describes the performance outcomes, skills and knowledge required to identify and comply with the regulatory, legal, taxation and insurance requirements, and risk management needs of small business. Specific legal requirements apply to the management of a small business. This unit contains employability skills.
This work is undertaken by individuals who operate a small business. The unit is suitable for existing micro and small businesses or setting up a new business or a department in a larger organisation.
Unit Sector
No sector assigned
ELEMENT 1. Identify and implement business legal requirements
Identify and research possible options for the business legal structure using appropriate sources Determine legislation and regulatory requirements affecting the operations of the business under its chosen structure Develop and implement procedures to ensure full compliance with relevant legislation and regulatory requirements Establish systems to ensure the legal rights and responsibilities of the business are identified and the business is adequately protected, specifically in relation to occupational health and safety (OHS), business registration and environmental requirements Identify taxation principles and requirements relative to the business and follow procedures to ensure compliance Identify and carefully maintain legal documents and maintain and update relevant records to ensure their ongoing security and accessibility Monitor the provision of products and services of the business to protect legal rights and to comply with legal responsibilities Conduct investigations to identify areas of non-compliance with legal and regulatory requirements and take corrective action where necessary
2. Comply with legislation, codes and regulatory requirements
2.1
2.2 2.3 2.4 2.5
3. Negotiate and arrange contracts
3.1 3.2 3.3 3.4 3.5
Seek legal advice on contractual rights and obligations, if required, to clarify business liabilities Investigate and assess potential products/services to determine procurement rights and to ensure protection of business interests where applicable Negotiate and secure contractual procurement rights for goods and services including contracts with relevant people, as required, in accordance with the business plan Identify insurance requirements and acquire adequate cover Identify options for leasing/ownership of business premises and complete contractual arrangements in accordance with the business plan
Required skills
communication, reporting, record keeping and consultation skills to operate the business literacy skills to interpret legal requirements, to develop policies and procedures and to
analyse compliance information research skills to investigate legal structures, and taxation and insurance requirements time management skills to prioritise tasks and to meet key dates. Required knowledge
business registration and licensing requirements commonwealth, state/territory and local government legislative requirements relating to
business operation, especially in regard to OHS and environmental issues, equal employment opportunity, industrial relations, anti-discrimination, taxation creation and termination of relevant legal contracts cultural differences and legal implications duty of care imposed by Law of Torts legal rights and obligations of alternative ownership structures record keeping to meet minimum legal and taxation requirements relevant consumer legislation relevant industry codes of practice relevant insurance requirements and products.
Options for the business legal structure may include:
company cooperative corporation government owned enterprise partnership profit or not-for-profit legal structure sole trader trust confidentiality contractual requirements family/community/cultural expectations ownership transfer partnership considerations preferences of owners/stakeholders protection of stakeholders and assets requirements of financial backers superannuation taxation business advisers financial planners government agencies industry/trade associations mentors professional advisers (e.g. solicitors, accountants)
Options for the business legal structure may be influenced by:
Legislation and regulatory requirements may include:
local, state/territory, commonwealth and international
legislation, regulations and codes of practice affecting business operations such as: relevant Acts and regulations industry and OHS codes of practice business registrations and licences planning and other permissions environmental legislation industrial law, agency law, property law, consumer legislation and standards, Torts Law and duty of care equal employment opportunity (EEO) and anti-discrimination legislation, anti-competition regulations
Legal rights and responsibilities may include:
culturally appropriate processes and protocols marketing the business in accordance with consumer obligations imposed by choice of business structure operating the business with a duty of care (Law of Torts) complying with relevant OHS codes of practice establishing and maintaining a system for managing OHS establishing hazard management arrangements to
legislation
Occupational health and safety and requirements must include:
assess and control the risks associated with workplace hazards including development of written safe operating procedures establishing OHS record keeping arrangements in accordance with regulatory requirements OHS duty of care responsibilities registering with state/territory workers compensation authority if applicable
Taxation principles and requirements may include:
relevant taxation requirements/obligations for business tax file number, Australian Business number, goods and
services tax registration, PAYG and withholding arrangements
Legal documents may include:
appropriate software for financial records certificate of incorporation constitution documents franchise agreements and financial documentation partnership agreements statutory books for companies (register of members, register of directors and minute books) environmental financial OHS personnel taxation accident reports and investigations first aid and medical hazardous substances register instruction and training manufacturers' and suppliers' information material safety data sheets OHS audits and inspections plant maintenance and testing workers compensation and rehabilitation
OHS records may include:
Procurement rights to products and services may include:
any form of licensing royalties, copyright, patents, trademarks, registered
design and applications, intellectual property, software licenses, franchises, agencies
Contracts with relevant people may include:
any person with whom the business has, or seeks to owners, suppliers, employees, landlords, agents,
have, a performance-based relationship distributors, customers
Insurance requirements may include:
comprehensive insurance for vehicles/property professional indemnity insurance public liability insurance third party insurance on motor vehicles workers compensation other insurance cover as required by state/territory or commonwealth legislation, contractual obligations or as recommended for the industry/type of business

implementation of a systematic approach to identifying,
managing and meeting legal and business requirements within culturally appropriate contexts interpreting compliance data and formulating appropriate action knowledge of relevant legislation. Assessment must ensure:
context of establishing or running a small business, are the basis for assessment.
portfolio of evidence including contracts negotiated and oral or written questioning to assess knowledge of
arranged
relevant consumer legislation review of procedures developed and implemented to ensure full compliance with relevant legislation and regulatory requirements review of insurance cover acquired.
BSBSMB402A Plan small business finances BSBSMB404A Undertake small business planning.
CUS09 Music (Version 1.1) BSBSMB402A Plan small business finances
BSBSMB402A
Unit Descriptor
Plan small business finances

This unit describes the performance outcomes, skills and knowledge required to develop a financial plan to support business viability. Specific legal requirements apply to the management of a small business. This unit contains employability skills.
This work is undertaken by individuals who operate a small business. The unit is suitable for existing micro and small businesses or a department in a larger organisation.
Unit Sector
No sector assigned
ELEMENT 1. Identify costs, calculate prices and prepare profit statement
Identify and document costs associated with the production and delivery of the business' products/services Calculate prices based on costs and profit margin, as an hourly charge out rate for labour or unit price for products Calculate break-even sales point to establish business viability and profit margins Identify appropriate pricing strategies in relation to market conditions to meet business profit targets Prepare projected profit statement to supplement the business plan Set profit targets/goals to reflect owner's desired returns Identify working capital requirements necessary to attain profit projections Identify non-current asset requirements and consider alternative asset management strategies Prepare cash flow projections to enable business operation in accordance with business plan and legal requirements Identify capital investment requirements accurately for each operational period Select budget targets to enable ongoing monitoring of financial performance Identify start-up and ongoing financial requirements according to financial plan/budget Identify sources of finance, including potential financial backers, to provide required liquidity for the business to complement business goals and objectives Investigate cost of securing finance on optimal terms Identify strategies to obtain finance as required to ensure financial viability of the business
2. Develop a FINANCIAL PLAN
2.1 2.2 2.3 2.4 2.5 2.6
3. Acquire finance
3.1 3.2 3.3 3.4
Required skills
analytical skills to interpret financial data communication skills to secure finance literacy skills to develop a financial plan and to interpret legal requirements and financial numeracy skills to calculate costs, prices, profit and other financial information research skills to identify costs and sources of finance.
reports
Required knowledge
break-even analysis costing for the business, including margin/mark-up, hourly charge out rates and unit
costs financial decision making relevant to the business methods and relative costs of obtaining finance principles for preparation of balance sheets principles for preparation of cash flow forecasts principles for preparation of profit and loss statements purpose of financial reports relevant accounting terminology working capital cycles.
Costs may include:
direct/indirect costs fixed, variable, semi-variable costs overheads and employee costs
Pricing strategies may include:
competitor analysis cost/volume/profit analysis cost factors cost plus pricing demand-based pricing discounting market conditions penetration pricing perceived value product mix skimming
analysis of sales by product/service, identifying where cash flow estimates for each forward period current financial state of the enterprise (or estimates of profit and loss projections for each forward
they were sold and to whom owner/operator)
period financial performance to date (if applicable) likely return on investment monthly, quarterly or annual returns non-recurrent assets calculations profit, turnover, capital and equity targets projected profit targets, pricing strategies, margins projections of likely financial results (budgeting) projections, which may vary depending on the importance of such information and the stage in the life of the business resources required to implement the proposed marketing and production strategies (staff, materials, plant and equipment) review of financial inputs required (sources and forms of finance) risks and measures to manage or minimise risks working, fixed, debt and equity capital working in conjunction with external consultants e.g. investment analysts, accountants, financiers break-even point cost of goods/services sold gross profit/net profit desired actual/notional salary for owners/managers desired return on investment sales turnover/gross fees or income anticipated payments anticipated receipts customer credit policy/debt recovery taxation provisions
Profit targets/goals may include:
Cash flow projections may include:
contractual arrangements (partnership agreements, trust corporations law industrial law (for payroll records) taxation law
deeds)
Sources of finance may include:
personal, financial institutions, trade/industry sources government sources, for example commonwealth and
state/territory governments which provide various forms of technical and financial assistance including direct cash grants, loans, subsidies, tax concessions, and professional and technical advice financiers/banks/lending institutions leasing and hire purchase financiers providers of venture capital shareholders/partners/owners/family/friends
Financial backers may include:

development of a financial plan which identifies the
financial requirements of the business, including profit targets, cash flow projections and strategies for the acquisition of finance knowledge of financial decision making relevant to the business. Assessment must ensure:
context of establishing or running a small business, are the basis for assessment.
portfolio of evidence including financial plan and records review of projected profit statement prepared to review of cash flow projections oral or written questioning to asses knowledge of
supplement the business plan
principles for preparation of cash flow forecasts.
BSBSMB401A Establish legal and risk management BSBSMB404A Undertake small business planning BSBSMB405A Monitor and manage small business BSBSMB406A Manage small business finances.
requirements of small business operations
CUS09 Music (Version 1.1) BSBSMB403A Market the small business
BSBSMB403A
Unit Descriptor
Market the small business

This unit describes the performance outcomes, skills and knowledge required to develop and implement marketing strategies, and to monitor and improve market performance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This work is undertaken by individuals who operate a small business. This unit is suitable for micro and small businesses or a department in a larger organisation.
Unit Sector
No sector assigned
ELEMENT 1. Develop marketing strategies
Analyse the business and its key products or services to determine the focus of marketing activities, in accordance with the objectives of the business plan Evaluate the customer base and target market for the small business as a basis for the marketing objectives and strategies Determine marketing objectives and strategies that are ethically and culturally appropriate, in consultation with relevant people and in accordance with the business plan Balance product mix, volumes and pricing to optimise sales and profit Evaluate the costs and benefits of using different distribution channels and/or providing different levels of customer service and consider the results in determining the marketing mix Determine promotional activities to suit the target market Consider customer needs and preferences in determining the marketing mix Determine the marketing mix according to market and business needs Brief persons involved in the marketing effort on their roles and responsibilities, to ensure the success of marketing strategies Plan and implement promotional activities, in accordance with marketing objectives and budgetary requirements
2. Determine a marketing mix for the business
2.1 2.2
2.3 2.4 2.5 3. Implement marketing strategies 3.1 3.2
4. Monitor and improve marketing performance
4.1 4.2 4.3 4.4 4.5 4.6
Monitor marketing activities and evaluate business performance according to the objectives and targets of the business plan Analyse performance gaps and take corrective action or set new targets Encourage all relevant people to propose ways to improve marketing performance Seek and analyse customer reaction to all aspects of the marketing mix, using culturally appropriate processes, to improve targeting and outcomes Conduct ongoing research of customer requirements to identify opportunities for change and improvement Monitor and investigate changes in the market for new opportunities to aid business development
Required skills
communication skills to question, clarify and report literacy and numeracy skills to research information, to analyse data and to interpret
market data.
Required knowledge

industry market trends methods of analysing costs and benefits of marketing strategies methods of developing marketing objectives and marketing mix methods of monitoring customer satisfaction relevant market analysis and research relevant marketing concepts and methods.
Marketing objectives and strategies may include:
competitors
business becomes a class leader in the industry distribution pricing, presentation and display of products/services product design and packaging product range and mix promotion and advertising pursuing cost leadership and/or product differentiation within a specialist market segment
accountant or other specialist services family members, work team members, sub-contractors,
community members franchise agency financial backers, clients owner/operator, partners, directors, shareholders regulatory bodies trade or industry associations
Distribution channels may include:
dealer, re-seller, franchisee distributor, delivery service, mail order, telesales self-access, wholesale, retail after sales service one-on-one personal service sales assistance for problems/queries only
Levels of customer service may include:
distribution level of service pricing promotion quality, range safety features technical features, design
advertising in national, suburban or local newspapers advertising on radio or television canvassing development of networks and strategic alliances display posters exhibitions, in-store promotions involvement in community projects mail drops professional/industry journals sponsorship staff development programs to enhance customer service orientation website word of mouth, referral, testimonials
over achievement of performance targets under achievement of performance targets
Performance gaps may include: Customer reaction may be determined through:
customer meetings, focus groups identification of new business opportunities informal discussion sales to contact ratio survey/other feedback mechanisms trend analysis

developing a marketing strategy and choosing a
marketing mix for the small business that are culturally appropriate and that complement the business plan implementing and monitoring the marketing strategy/plan to optimise the chances of small business success knowledge of relevant marketing concepts and methods. Assessment must ensure:
context of running a small business, are the basis for assessment.
portfolio of evidence including marketing strategy and oral or written questioning to assess knowledge of
monitoring of marketing performance
industry market trends review of analysis of performance gaps and corrective action taken or new targets set review of promotional activities implemented.
BSBSMB404A Undertake small business planning.
CUS09 Music (Version 1.1) BSBSMB404A Undertake small business planning
BSBSMB404A
Unit Descriptor
Undertake small business planning

This unit describes the performance outcomes, skills and knowledge required to research and develop an integrated business plan for achieving business goals and objectives. Specific legal requirements apply to the management of a small business. This unit contains employability skills.
This work is undertaken by individuals who operate a small business. This unit is suitable for micro and small businesses or a department in a larger organisation.
Unit Sector
No sector assigned
ELEMENT 1. Identify elements of the business plan
Identify purpose of the business plan Identify and review the essential components of the business plan Identify and document business goals and objectives as a basis for measuring business performance Research resources, legal and compliance requirements, specifically in relation to occupational health and safety (OHS), in accordance with business goals and objectives Research market needs, and market size and potential Identify sources and costs of finance, from the financial plan, to provide required liquidity and profitability for the business Identify methods, from the marketing strategies, to promote the market exposure of the business Identify methods/means of production/operation from the production/operations plan to conform with business goals and objectives Identify staffing requirements to effectively produce/deliver products/services Identify specialist services and sources of advice, where required, and cost in accordance with resources available Identify specific interests and objectives of relevant people and seek and confirm their support of the planned business direction Identify and develop risk management strategies according to business goals and objectives, and relevant legal requirements Develop contingency plan to address possible areas of non-conformance with the plan
2. Develop a business plan
2.1 2.2 2.3 2.4 2.5 2.6 2.7
3. Develop strategies for minimising risks
3.1 3.2 3.3
Required skills
communication skills to assess business performance literacy skills to enable interpretation of business information numeracy skills to analyse data.
Required knowledge
business operation, especially in regard to OHS and environmental issues, equal employment opportunity, industrial relations and anti-discrimination methods of evaluation OHS responsibilities and procedures for identifying hazards relevant to the business planning processes preparation of a business plan principles of risk management relevant to business planning reasons for and benefits of, business planning relevant industry codes of practice setting goals and objectives types of business planning - feasibility studies; strategic, operational, financial and marketing planning.
Business plan may include:
business opportunities, which may be influenced by: amount and types of finance available expected financial viability skills of operator details of ownership/management finance, expenditure statement, balance sheet and cash
flow forecast, projections for the initial years of operation assumptions underlying the business plan, expected level of inflation and taxation, expected trend of interest rate, capital expenditure and its timing, stock turnover, debtors collection period, creditor payment period, return on investment level of risk involved, risk assessment and management market focus of the business marketing requirements need to raise finance and requirements of lenders organisation/operational arrangements proposed size and scale of the business recognition of any seasonal or cyclical (time-based) elements which are crucial to the success of the business resources required and available sources of funding specialist services and sources of advice that may be required staffing stages in the business development customer needs/marketing projections family or community benefits financial projections goals, objectives, plans, systems and processes lifestyle issues market focus of the business proposed size and scale of the business short-, medium- or long-term goals social responsibility
Business goals and objectives may include:
Occupational health and safety issues must include:
identification of specific hazard issues such as
occupational violence, security, manual handling, equipment and hazardous substances management of the organisation and operation of OHS as part of the business plan procedures for managing hazards in the workplace (identify, assess and control) provisions for ensuring safety of members of the public and contractors visiting the premises/worksite
analysis of sales by product/service, identifying where cash flow estimates for each forward period current financial state of the enterprise (or estimates of profit and loss projections for each forward
they were sold and to whom owner/operator)
period financial performance to date (if applicable) likely return on investment monthly, quarterly or annual returns non-recurrent assets calculations profit, turnover, capital and equity targets projected profit targets, pricing strategies, margins projections of likely financial results (budgeting) projections, which may vary depending on the importance of such information and the stage in the life of the business resources required to implement the proposed marketing and production strategies (staff, materials, plant and equipment) review of financial inputs required (sources and forms of finance) risks and measures to manage or minimise risks working, fixed, debt and equity capital
Marketing strategies may include:
competitors
business becomes a class leader in the industry distribution pricing, presentation and display of products/services product design and packaging product range and mix promotion and advertising pursuing cost leadership and/or product differentiation within a specialist market segment
Production/operations plan may include:
customer requirements, market expectations, budgetary industrial relations climate and quality assurance
constraints
considerations means of supply and distribution operational targets and action plan, which may include short-, medium- or long-term goals options for production, delivery, technical and customer service and support Staffing requirements may include:
full-time, part-time staff, permanent, temporary or casual owner/operator sub-contractors or external advisers/consultants
staff
Specialist services may include:
accountants business advisors and consultants business brokers contractors government agencies industry/trade associations lawyers and providers of legal advice mentors online gateways clients family members franchise agency owner/operator, partners, financial backers regulatory bodies suppliers trade or industry associations
Risk management strategies may include:
breach of contract, product liability knowledge management measures to manage risk including professional
indemnity, securing appropriate insurance to cover loss of earnings through sickness/accidents, drought, flood, fire, theft security systems to provide physical security of premises, plant, equipment, goods and services security of intellectual property Risk management strategies must include: Contingency plan may include:
OHS requirements
disturbances to cash flow, supply and/or distribution sickness or personal considerations

development of a business plan which provides for
finance, marketing and provision of products/services to facilitate the business goals and objectives identification of and planning for, OHS and duty of care responsibilities development of risk management strategies knowledge of relevant legislation. Assessment must ensure:
portfolio of evidence including a business plan and risk oral or written questioning to assess knowledge of OHS
management strategies
responsibilities and procedures for identifying hazards relevant to the business demonstration of practical skills review of documented business goals and objectives review of contingency plans developed to address possible areas of non-conformance with the business plan.
BSBSMB401A Establish legal and risk management BSBSMB402A Plan small business finances BSBSMB403A Market the small business.
requirements of small business
CUS09 Music (Version 1.1) BSBSMB405A Monitor and manage small business operations
BSBSMB405A
Unit Descriptor
Monitor and manage small business operations

This unit describes the performance outcomes, skills and knowledge required to operate a small business and to implement a business plan. The strategies involve monitoring, managing and reviewing operational procedures. Specific legal requirements apply to the management of a small business. This unit contains employability skills.
This work is undertaken by individuals who operate a small business. The unit is suitable for existing micro and small businesses or a department in a larger organisation.
Unit Sector
No sector assigned
ELEMENT 1. Develop OPERATIONAL STRATEGIES AND PROCEDURES
Develop an action plan to provide a clear and coherent direction, in accordance with the business goals and objectives Identify occupational health and safety (OHS) and environmental issues and implement strategies to minimise risk factors Develop a quality system for the business in line with industry standards, compliance requirements and cultural criteria Develop performance measures and operational targets to conform with the business plan Develop strategies for innovation, including the utilisation of existing, new or emerging technologies, where practicable, to optimise business performance Implement systems and key performance indicators/targets to monitor business performance and customer satisfaction Implement systems to control stock, expenditure/cost, wastage/shrinkage and risks to health and safety in accordance with the business plan Maintain staffing requirements, where applicable, within budget to maximise productivity Carry out the provision of goods/services in accordance with established legal, ethical cultural and technical standards Provide goods/services in accordance with time, cost and quality specifications, and customer requirements Apply quality procedures to address product/service and customer requirements
2. Implement operational strategies and procedures
2.1 2.2 2.3 2.4 2.5 2.6
3. Monitor business performance
3.1 3.2 3.3 3.4
Regularly monitor/review the achievement of operational targets to ensure optimum business performance, in accordance with the business plan goals and objectives Review systems and structures, with a view to more effectively supporting business performance Investigate and analyse operating problems to establish causes and implement changes as required as part of the business quality system Amend operational policies and procedures to incorporate corrective action Review and adjust business plan, as required, to maintain business viability, in accordance with business goals and objectives Clearly record proposed changes to aid future planning and evaluation Undertake ongoing research into new business opportunities and adjust business goals and objectives as new business opportunities arise
4. Review business operations
4.1 4.2 4.3
Required skills

analytical skills to develop criteria and targets for the business plan communication skills to question, clarify and report literacy skills to interpret legal requirements, company policies and procedures numeracy skills to manage performance information and to control the finances technology skills to use relevant business equipment. methods for developing and maintaining networks methods for implementing operation and revenue control systems methods for monitoring performance and implementing improvements OHS responsibilities and procedures for managing hazards principles of risk management relevant to the business, including risk assessment quality system principles and methods relevant industry codes of practice relevant marketing, sales and financial concepts relevant performance measures role of innovation systems to manage staff, stock, expenditure, services and customer service technical or specialist skills relevant to the business operation.
Required knowledge

Operational strategies and procedures may be determined by:
business premises (size, location, layout) financial control systems and procedures management and administrative systems and procedures methods/techniques/technology physical and natural resources plant and equipment , including OHS requirements premises, plant and equipment, which may be new or previously owned purchase (sole or shared ownership) or leasing raw materials requirements, which may be one-off requirements or recurrent requirements (such as equipment maintenance) specific to the nature of the business technology use of existing, new and emerging technologies including e-commerce
Business goals and objectives may include:
customer needs/marketing projections family or community benefits financial projections goals, objectives, plans, systems and processes lifestyle issues proposed size and scale of the business, market focus of the business short-, medium- or long-term goals social responsibility
controls, which may include instructions to workplace
Occupational health and safety and environmental issues must include:
personnel concerning site hazards and controls, material safety data sheets, use of personal protective equipment, vehicle access, signs and barricades, traffic control, outside contractors establishment and maintenance of procedures for assessing and controlling risks establishment and maintenance of procedures for identifying risks to health and safety waste and by-products
Quality system may include:
manual or computer quality control systems quality assurance/management approaches random inspections and assessments of goods and
services against predetermined standards random inspections and assessments of processes against predetermined standards random sampling and follow-up of customers Operational targets may include:
external targets, which may relate to market share and
positioning and may involve exploring new markets, building national or international trade links internal targets, which may relate to size, quality, quantity and diversity, wages to sales, sales to area/stock levels/stock turnover/average debtor payment periods and levels staffing level and skills mix targets, which may be short-, medium- or long-term
current and generally agreed descriptions of what the
Technical standards may include:
product/service is, how it should be produced/delivered and the quality, safety, efficiency or other measures to determine the activity is done effectively

developing strategies and procedures to successfully making appropriate adjustments to the business
manage the operation of the business
operations as required knowledge of quality system principles and methods.


portfolio of evidence including operational strategies and oral or written questioning to assess knowledge of
procedures
principles of risk management relevant to the business, including risk assessment review of analysis of operating problems (establishing causes and implementing changes as required as part of the business quality system) review of records proposing changes to the business operations.
BSBSMB406A Manage small business finances BSBSMB407A Manage a small team.
CUS09 Music (Version 1.1) BSBSMB408B Manage personal, family, cultural and business obligations
BSBSMB408B
Unit Descriptor
Manage personal, family, cultural and business obligations

This unit describes the performance outcomes, skills and knowledge required to examine the impact that personal, family and cultural obligations have on business operations, and to develop and implement strategies to improve business success. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This work is undertaken by individuals who operate a small business.

No sector assigned
Unit Sector
ELEMENT 1. Identify personal and business commitments/obligations within family, cultural and community contexts
Identify the personal, family, cultural and/or community contexts in which the business operates Identify the personal, family, cultural and/or community commitments/obligations that impact on the business Consider strategies to address and minimise the negative impact these commitments/obligations may have on the business Prepare workable plans to address and minimise the impact of these issues Develop a culturally appropriate work ethic in terms of personal, family and community obligations, and cultural requirements Identify and implement strategies to reinforce a culturally appropriate work ethic in the business Prepare contingency plans for when alternative action is required due to changes within the business, family, cultural and/or community environments Monitor personal, family, cultural and/or community commitments/obligations to identify any changes that might impact on the business Review plans and strategies to ensure that negative impacts of any commitments/obligations are being addressed and implement any necessary changes Monitor implementation of the culturally appropriate work ethic to ensure that it is supported and maintained in the business
2. Develop ethical work practices within family, cultural and community contexts
2.1 2.2 2.3
3. Review work practices within family, cultural and community contexts
3.1 3.2 3.3
Required skills
analytical skills to identify own obligations communication skills to clarify needs and to articulate business ideas to a range of interpersonal skills to negotiate/mediate with sensitivity towards family and/or
family/community members cross-cultural issues.
Required knowledge characteristics of small business and its environment community and family expectations and dynamics cultural and family relationships historical/cultural/ceremonial/religious/family issues that are relevant to specific communities life/work balances particularly relating to health local community and relevant organisations and persons within the community relevant legislation, codes and national standards from all levels of government which may effect business operation, such as: award and enterprise agreements and relevant industrial instruments anti-discrimination equal opportunity OHS relevant industry codes of practice.
Contexts in which the business operates may include relationships within:
business community culturally and linguistically diverse communities family groups Indigenous communities non-Indigenous communities professional community religious and/or spiritual communities specific target groups community family self staff
Commitments/obligations may relate to:
Commitments/obligations may include:
business commitments and community/family personal principles personal work/life balances and priorities e.g. health professional commitments resource commitments to community e.g. contributions to
responsibilities
considerations such as exercise, stress
social goals, Community Development Employment Program (CEDP) staff responsibilities, community centres, mentoring, community projects resource commitments to cultural life e.g. cultural maintenance programs, language maintenance resource commitments to immediate and extended family members e.g. money obligations, skills and resource contributions to family projects time commitments to community activities e.g. participation in community events, ceremonies and activities, school committees, sporting associations time commitments to immediate and extended family members e.g. child care and aged care responsibilities, emotional support obligations for family issues time commitments to cultural life e.g. National Aboriginal and Torres Strait Islander Day of Celebration (NAIDOC) activities, National Sorry Day activities, National Reconciliation Week activities, religious activities, national days, ceremonies, funerals and related mourning business
communication strategies consulting with other small businesses to identify developing clear guidelines for staff, such as: codes of conduct customer/client charters family/community charters job descriptions organisational trees developing clear processes for staff developing plans to address unanticipated events developing plans to include health considerations for self
successful strategies used
and staff personal vision/values using diaries/calendars to timetable known obligations Plans may relate to:

communication contingency OHS performance appraisal personal and staff development succession arrangements time management
Culturally appropriate work ethic may include:
impact on and within the community impact on and within the family impact on and within the wider community impact on self relevance of the business to the community relevance of work to the individual role development and clarification processes skills to perform the work
Reviewing plans and strategies may include:
360? feedback applying qualitative and/or quantitative measures to applying qualitative and/or quantitative measures to family or community consultation
business performance

completeness in terms of scope and detail of analysis of
the implications of family, cultural and community obligations/commitments on self, staff and the business clarification of a culturally appropriate work ethic and the workability of plans and strategies for maintaining this ethic plans and strategies to address the negative impact obligations/commitments may have on the business knowledge of characteristics of small business and its environment. Assessment must ensure:
portfolio of evidence including the analysis of the
implications of obligations/commitments and plans/strategies to address any negative impacts these may have on the business oral or written questioning to assess knowledge of community and family expectations and dynamics analysis of review of plans and strategies.
BSBSMB409A Build and maintain relationships with small
business stakeholders.
CUS09 Music (Version 1.1) BSBSUS201A Participate in environmentally sustainable work practices
BSBSUS201A
Unit Descriptor
Participate in environmentally sustainable work practices

This unit describes the performance outcomes, skills and knowledge required to effectively measure current resource use and to carry out improvements including reducing the negative environmental impact of work practices. This unit requires the ability to access industry information, and applicable legislative and occupational health and safety (OHS) guidelines. While no licensing, legislative, regulatory or certification requirements apply holistically to this unit at the time of publication, relevant national, state and territory legislation, regulations and codes of practice impact upon this unit. This unit contains employability skills.
This unit applies to operators/team members under supervision or guidance, who are required to follow workplace procedures and instructions, and to work in an environmentally sustainable manner. It covers: efficient resource use potential environmental hazards regulatory compliance improving environmental performance (within the scope of competency, authority and own level of responsibility). It addresses the knowledge, processes and techniques necessary to participate in environmentally sustainable work practices.
Unit Sector
No sector assigned
ELEMENT 1. Identify current resource use
Identify workplace environmental and resource efficiency issues Identify resources used in own work role Document and measure current usage of resources using appropriate techniques Record and file documentation measuring current usage, using technology (such as software systems) where applicable Identify and report workplace environmental hazards to appropriate personnel Follow workplace procedures to ensure compliance Report breaches or potential breaches to appropriate personnel
2. Comply with environmental regulations
2.1 2.2
3. Seek opportunities to improve resource efficiency
3.1 3.2 3.3
Follow organisational plans to improve environmental practices and resource efficiency Work as part of a team, where relevant, to identify possible areas for improvements to work practices in own work area Make suggestions for improvements to workplace practices in own work area
Required skills
analytical skills to comply with all relevant legislation associated with job specifications communication and problem-solving skills to question, seek clarification and make
and procedures
suggestions relating to work requirements and efficiency communication and teamwork skills to recognise procedures; to follow instructions; to respond to change, such as current workplace environmental/sustainability frameworks; and to support team work and participation in a sustainable organisation literacy, numeracy and technology skills to interpret workplace information in relation to work role, and to document and measure resource use technology skills to select and use technology appropriate for a task. Required knowledge
environmental and resource hazards/risks environmental or sustainability legislation, regulations and codes of practice applicable
to own work role OHS issues and requirements organisational structure, and reporting channels and procedures relevant environmental and resource efficiency systems and procedures sustainability in the workplace terms and conditions of employment including policies and procedures, such as daily tasks, employee and employer rights, equal opportunity.
Environmental and resource efficiency issues may include:
maximising opportunities to improve business minimising environmental risks promoting more efficient production and consumption of
environmental performance
natural resources, for example minimising waste by participating in or using a waste management system using resources efficiently such as material usage, energy usage (seeking alternative sources of energy or energy conservation) or efficient water usage
Appropriate techniques may include:
examining and documenting resources in work area examining invoices from suppliers examining relevant information and data measuring resource usage under different conditions reports from other parties involved in the process of identifying and implementing improvements
Compliance may include:
meeting relevant laws, by-laws and regulations or best
practice to support compliance in environmental performance and sustainability at each level as required (such as Environmental Protection or Biodiversity Conservation Act): international commonwealth state/territory local government industry organisation
Organisational plans may include:
documented policies and procedures work plans to minimise waste or to increase efficiency of
resources such as a green office program, supply chain program for purchasing sustainable products or an environmental management framework
Suggestions may include ideas that help to:
improve energy efficiency increase use of renewable, recyclable, reusable and maximise opportunities such as use of solar power or prevent and minimise risks reduce emissions of greenhouse gases reduce use of non-renewable resources
recoverable resources
other alternative forms of energy, where appropriate

accessing, interpreting and complying with a range of
environment/sustainability legislation and procedural requirements relevant to daily responsibilities accurately following organisational information to participate in and support an improved resource efficiency process and reporting as required developing and/or using tools such as inspection checklists, to collect and measure relevant information on organisation resource consumption, within work role identifying organisational improvements by applying efficient resource use to daily activities knowledge of environmental and resource hazards/risks.

access to an actual workplace or simulated environment evidence is relevant to the particular workplace role,
including work area, equipment, systems, and documentation review of current work area directly relating to own work, to assess measurement of resources used, hazards and compliance individual or team discussion about potential for increased resource efficiency within current work area access to workplace documents, information and resources (such as compliance obligations, enterprise plans, work responsibilities).
A range of assessment methods should be used t assess practical skills and knowledge. The following examples are appropriate for this unit:
evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated techniques over time and in a range of situations analysis of responses to case studies and scenarios review of documentation measuring current resource usage evaluation of techniques used to document and measure current usage of resources review of identified and reported workplace environmental hazards evidence of active participation in organisational plans to improve environmental practices and resource efficiency.
BSBINN201A Contribute to workplace innovation BSBSMB301A Investigate micro business opportunities BSBWOR202A Organise and complete daily work
activities.
CUS09 Music (Version 1.1) BSBWOR201A Manage personal stress in the workplace
BSBWOR201A
Unit Descriptor
Manage personal stress in the workplace

This unit describes the performance outcomes, skills and knowledge required to manage personal stress in a customer contact environment. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit requires an awareness of sources of personal stress, the development of strategies to effectively manage stress, time management and recovery from stressful contacts or situations. This particularly applies in a contact centre environment due to the very measured, structured, high volume and potentially repetitive nature of the work but could apply in any work environment. Competence in this unit requires resilience and self management of the stress that can be encountered in a customer contact environment. This work is undertaken with some guidance and supervision.
Unit Sector
No sector assigned
ELEMENT 1. Develop personal awareness of stress
Recognise signs and sources of stress Acknowledge stress and difficult situations Analyse and understand potential areas of stress in the work environment Develop an effective understanding of a range of stress management techniques Use appropriate techniques effectively to manage stressful situations Focus on areas of stress within personal control Adopt strategies to effectively reduce, manage and deal with stress Develop and understand job role priorities Develop techniques to support the achievement of key performance indicators (KPIs) and priorities Use appropriate time management tools and techniques Regularly evaluate tools and techniques Promptly identify and inform relevant personnel of any variations and difficulties affecting work requirements, through regular reviews
2. Develop stress management techniques
3. Manage time
3.1 3.2 3.3 3.4 3.5
4. Recover from a stressful contact
4.1 4.2 4.3 4.4 4.5 4.6 5.1 5.2 5.3 5.4 5.5
Review the contact or situation Analyse the root cause/s of stressful contact or situation Depersonalise the context of contact or situation Discuss outcomes with appropriate staff members Prepare for next contact or situation in a positive manner Follow-up or take action where needed Identify sources of fatigue in contact centre role Adopt work routine and procedural strategies to minimise stress and fatigue Monitor personal performance against performance requirements Adapt stamina management strategies to maximise performance Seek assistance from team members and management in managing stamina Identify work/life priorities Adopt strategies to support work/life priorities Give high priority to health and wellbeing Monitor work/life balance Develop the ability to effectively leave work behind at the end of the day
5. Maintain personal stamina and resilience
6. Maintain work/life balance
6.1 6.2 6.3 6.4 6.5
Required skills
analytical skills to understand the needs of internal and external customers communication skills to relate to people from diverse backgrounds and people with
diverse abilities customer service skills to handle customer contacts confidently and effectively interpersonal skills to establish rapport and to build relationships with customers, team members and stakeholders literacy skills to communicate and articulate clearly and effectively negotiation skills to effectively deal with customers and work colleagues organisational skills to manage own tasks within timeframes problem-solving skills to solve problems creatively, independently and confidently self-confidence skills to confidently introduce own ideas and abilities self management skills to evaluate and monitor own performance and wellbeing teamwork skills to participate positively within the team and to be supported by the team. escalation pathways job role priorities and KPIs internal and external sources of assistance occupational health and safety guidelines and policies signs and sources of existing and potential stress or difficult situations stress management and reduction techniques time management tools and techniques workplace policies and procedures.
Required knowledge

Signs of stress may include:
absence from work conflict fatigue lack of self-esteem and confidence poor work performance sickness challenging KPIs and/or priorities complex tasks difficult customer contact external factors inadequate physical environment interpersonal relationships changing regulations and legislation customer abuse customer complaint high number of customer contacts sensitive customer situations unreliable technology debriefing with peers and/or line manager relaxation methods specific training stretching and exercises taking breaks call rates compliance with schedules (adherence) customer satisfaction results performance measures quality assurance ratings sales targets targets diary and/or schedule organising information prioritisation of tasks self-management of training requirements
Sources of stress may include:
Difficult situations may include:
Stress management techniques may include:
KPIs may include:
Time management tools and techniques may include:
Sources of fatigue may include:
ergonomic factors excessive overtime external issues overload of information repetitive tasks and/or contacts shift rostering and hours of work
Stamina management strategies may include:
management of personal wellbeing, for example: breaks hydration life balance meals recognising fatigue management of the environment, for example: ergonomics climate noise management of work, for example: minimising re-working sequencing tasks

understanding of signs and sources of stress understanding of job role priorities and KPIs knowledge of occupational health and safety guidelines
and policies.

access to workplace information and data access to KPI and performance management access to relevant legislation, standards and guidelines.
documentation
evidence and third party workplace reports of on-the-job performance by the candidate oral and/or written questioning to assess knowledge of signs and sources of stress direct observation of the candidate effectively managing time and work priorities oral and/or written questioning to assess knowledge of time management tools and techniques oral and /or written questioning to assess knowledge of process to work through and recover from a stressful situation oral and/or written questioning to assess knowledge of signs of work/life balance.
BSBIND101A Work effectively in a contact centre
environment.
CUS09 Music (Version 1.1) BSBWOR202A Organise and complete daily work activities
BSBWOR202A
Unit Descriptor
Organise and complete daily work activities

This unit describes the performance outcomes, skills and knowledge required to organise and complete work activities, and to obtain feedback on work performance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals developing basic skills and knowledge for working in a broad range of settings.
No sector assigned
Unit Sector
ELEMENT 1. Organise work schedule
Negotiate and agree upon work goals and plans with assistance from appropriate persons Develop an understanding of the relationship between individual work goals and plans, and organisational goals and plans Plan and prioritise workload within allocated timeframes Complete tasks within designated time lines and in accordance with organisational requirements and instructions Use effective questioning to seek assistance from colleagues when difficulties arise in achieving allocated tasks Identify factors affecting work requirements and take appropriate action Use business technology efficiently and effectively to complete work tasks Communicate progress of task to supervisor or colleagues as required Seek feedback on work performance from supervisors or colleagues Monitor and adjust work according to feedback obtained through supervision and comparison with established team and organisational standards Identify and plan opportunities for improvement in liaison with colleagues
2. Complete work tasks
2.1 2.2 2.3 2.4 2.5
3. Review work performance
3.1 3.2 3.3
Required skills

literacy skills to use written and oral information about workplace requirements organising skills to arrange work priorities and arrangements problem-solving skills to solve routine problems technology skills to select and use technology appropriate for a task.
Required knowledge
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational policies, plans and procedures.
RANGE STATEMENT
colleagues other staff members supervisors, mentors or trainers
access and equity principles and practice anti-discrimination and related policy business and performance plans ethical standards goals, objectives, plans, systems and processes legal and organisation policies, guidelines and requirements OHS policies, procedures and programs quality and continuous improvement processes and standards

Colleagues may include:
coach/mentor other members of the organisation peers/work colleagues/team supervisor or manager
Factors affecting work requirements may include:
changes to procedures or new procedures competing work demands environmental factors such as time, weather other work demands resource issues technology/equipment breakdowns computer applications computers electronic diaries facsimile machines photocopiers printers scanners formal/informal performance appraisals obtaining feedback from clients obtaining feedback from supervisors and colleagues personal, reflective behaviour strategies routine organisational methods for monitoring service delivery
Standards may include:
Australian Standards legal and organisation policies, guidelines and
requirements legislation organisational policies and procedures specified work standards standards set by work group
Opportunities for improvement may include:
coaching, mentoring and/or supervision internal/external training provision personal study recognition of current competence (RCC)/skills recognition/initial assessment workplace skills assessment


organising and completing own work activities seeking and acting on feedback from clients, colleagues using available business technology appropriate to the
and supervisors
task, under direct instruction

access to an actual workplace or simulated environment access to office equipment and resources examples of work plans, policies and procedures.
evidence and third party workplace reports of on-the-job performance by the candidate analysis of responses to case studies and scenarios demonstration of techniques review of documentation planning and prioritising workload evaluation of time line required to complete tasks review of documentation planning opportunities for improvement.
administration units.
CUS09 Music (Version 1.1) BSBWOR203A Work effectively with others
BSBWOR203A
Unit Descriptor
Work effectively with others

This unit describes the performance outcomes, skills and knowledge required to work in a group environment promoting team commitment and cooperation, supporting team members and dealing effectively with issues, problems and conflict. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who perform a range of routine tasks using a limited range of practical skills and fundamental knowledge of teamwork in a defined context under direct supervision or with limited individual responsibility.
No sector assigned
Unit Sector
ELEMENT 1. Develop effective workplace relationships
Identify own responsibilities and duties in relation to workgroup members and undertake activities in a manner that promotes cooperation and good relationships Take time and resource constraints into account in fulfilling work requirements of self and others Encourage, acknowledge and act upon constructive feedback provided by others in the workgroup Provide support to team members to ensure workgroup goals are met Contribute constructively to workgroup goals and tasks according to organisational requirements Share information relevant to work with workgroup to ensure designated goals are met Identify and plan strategies/opportunities for improvement of workgroup in liaison with workgroup Respect differences in personal values and beliefs and their importance in the development of relationships Identify any linguistic and cultural differences in communication styles and respond appropriately Identify issues, problems and conflict encountered in the workplace Seek assistance from workgroup members when issues, problems and conflict arise and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person
2. Contribute to workgroup activities
2.1 2.2 2.3 2.4
3. Deal effectively with issues, problems and conflict
3.1 3.2 3.3 3.4
Required skills
literacy skills to read and understand the organisation's policies and work procedures, to
write simple instructions for particular routine tasks and to interpret information gained from correspondence communication skills to request advice, to receive feedback and to work with a team technology skills to select and use technology appropriate to a task culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities. Required knowledge
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational policies, plans and procedures workgroup member responsibilities and duties, and relationship to individual responsibilities and duties.
RANGE STATEMENT
Responsibilities and duties may include:
Code of Conduct job description and employment arrangements organisation's policy relevant to work role skills, training and competencies supervision and accountability requirements including OHS team structures

Workgroup members may include:
coach/mentor other members of the organisation peers/work colleagues/team/enterprise supervisor or manager formal/informal performance appraisals obtaining feedback from clients obtaining feedback from supervisors and colleagues personal, reflective behaviour strategies routine organisational methods for monitoring service delivery
Support to team members may include:
explaining/clarifying helping colleagues problem-solving providing encouragement providing feedback to a team member undertaking extra tasks if necessary
Information to be shared may include:
acknowledging satisfactory performance acknowledging unsatisfactory performance assisting a colleague clarifying the organisation's preferred task completion methods encouraging colleagues open communication channels workplace hazards, risks and controls career planning/development coaching, mentoring and/or supervision formal/informal learning programs internal/external training provision performance appraisals personal study recognition of current competence (RCC)/skills recognition/initial assessment work experience/exchange/opportunities workplace skills assessment

Strategies/opportunities for improvement may include:

providing support to team members to ensure goals are seeking feedback from clients and/or colleagues and knowledge of appropriate conflict resolution techniques.
met
taking appropriate action

access to an actual workplace or simulated environment access to office equipment and resources examples of customer complaints or staff conflict.
evidence and third party workplace reports of on-the-job performance by the candidate analysis of responses to case studies and scenarios demonstration of techniques observation of demonstrated techniques in resolving conflict observation of presentations review of documentation identifying and planning strategies/opportunities for workgroup improvement.
interpersonal communication units other industry capability units.
CUS09 Music (Version 1.1) BSBWOR204A Use business technology
BSBWOR204A
Unit Descriptor
Use business technology

This unit describes the performance outcomes, skills and knowledge required to select, use and maintain a range of business technology. This technology includes the effective use of computer software to organise information and data. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who use business technology to perform a range of routine tasks. They use a limited range of practical skills and fundamental knowledge of equipment use and the organisation of data or files in a defined context, under direct supervision or with limited individual responsibility.
No sector assigned
Unit Sector
ELEMENT
1. Select and use technology 1.1 1.2 1.3
Select appropriate technology and software applications to achieve the requirements of the task Adjust workspace, furniture and equipment to suit user ergonomic requirements Use technology according to organisational requirements and in a way which promotes a safe work environment Identify, open, generate or amend files and records according to task and organisational requirements Operate input devices according to organisational requirements Store data appropriately and exit applications without damage to or loss of, data Use manuals, training booklets and/or online help or help-desks to overcome basic difficulties with applications Identify and replace used technology consumables in accordance with manufacturer's instructions and organisational requirements Carry out and/or arrange routine maintenance to ensure equipment is maintained in accordance with manufacturer's instructions and organisational requirements Identify equipment faults accurately and take action in accordance with manufacturer's instructions or report fault to designated person
2. Process and organise data
2.1 2.2 2.3 2.4
3. Maintain technology
3.1 3.2
3.3
Required skills
literacy skills to identify work requirements; to understand and process basic, relevant communication skills to request advice, to receive feedback and to work with a team problem-solving skills to solve routine technology problems.
workplace information; and to follow written instructions
Required knowledge
aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational policies, plans and procedures, especially in regard to file-naming and storage conventions organisational IT procedures including back-up and virus protection procedures basic technical terminology in relation to reading help-files and manuals.
computer technology, such as laptops and personal
computers digital cameras modems printers scanners zip drives photocopiers shredders binders laminators cutters
email, internet word processing, spreadsheet, database, accounting or
presentation packages
correctly identifying and opening files legal and organisation policies, guidelines and
requirements locating data log-on procedures manufacturer's guidelines OHS policies, procedures and programs saving and closing files storing data keyboard mouse numerical key pad scanner
Input devices may include:
Storage of data may include:
appropriate storage/filing of hard copies of computer storage in directories and sub-directories storage on CD-ROMs, hard and floppy disk drives or
generated documents back-up systems
Technology consumables may include:
back-up tapes CD-ROM floppy disks print heads printer ribbons and cartridges toner cartridges zip disks
Routine maintenance may include:
in-house cleaning and servicing of equipment according periodic servicing by qualified or manufacturer approved, regular checking of equipment replacing consumables
to manufacturer's guidelines technician
Identifying equipment faults may include:
checking repairs have been carried out encouraging feedback from work colleagues keeping a log book of detected faults preparing a maintenance program regular back-ups of data regular OHS inspections routine checking of equipment

selection and application of appropriate equipment and access, retrieval and storage of required data performance of basic maintenance on a range of office
software applications in relation to assigned task/s equipment

access to an actual workplace or simulated environment access to office equipment and resources examples of files and data for storage manuals and training booklets for equipment.
evidence and third party workplace reports of on-the-job performance by the candidate analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of office equipment evaluation of maintaining technology.
IT use units other industry capability units.
CUS09 Music (Version 1.1) BSBWOR401A Establish effective workplace relationships
BSBWOR401A
Unit Descriptor
Establish effective workplace relationships

This unit describes the performance outcomes, skills and knowledge required to collect, analyse and communicate information and to use that information to develop and maintain effective working relationships and networks, with particular regard to communication and representation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Frontline managers play an important role in developing and maintaining positive relationships in internal and external environments so that customers, suppliers and the organisation achieve planned outputs and outcomes. They play a prominent part in motivating, mentoring, coaching and developing team cohesion through providing leadership for the team and forming the bridge between the management of the organisation and team members. At this level, work will normally be carried out within routine and non routine methods and procedures, which require planning and evaluation, and leadership and guidance of others.
Unit Sector
No sector assigned
ELEMENT 1. Collect, analyse and communicate information and ideas
1.4 1.5
Collect relevant information from appropriate sources and analyse and share with the work team to improve work performance Communicate ideas and information in a manner which is appropriate and sensitive to the cultural and social diversity of the audience and any specific needs Implement consultation processes to encourage employees to contribute to issues related to their work, and promptly relay feedback to the work team in regard to outcomes Seek and value contributions from internal and external sources in developing and refining new ideas and approaches Implement processes to ensure that issues raised are resolved promptly or referred to relevant personnel as required
2. Develop trust and confidence
2.1 2.2 2.3 2.4 2.5
Treat all internal and external contacts with integrity, respect and empathy Use the organisation's social, ethical and business standards to develop and maintain effective relationships Gain and maintain the trust and confidence of colleagues, customers and suppliers through competent performance Adjust interpersonal styles and methods to meet organisation's social and cultural environment Encourage other members of the work team to follow examples set, according to organisation's policies and procedures Use networks to identify and build relationships Use networks and other work relationships to provide identifiable benefits for the team and organisation Identify and analyse difficulties, and take action to rectify the situation within the requirements of the organisation and relevant legislation Guide and support colleagues to resolve work difficulties Regularly review and improve workplace outcomes in consultation with relevant personnel Manage poor work performance within the organisation's processes Manage conflict constructively within the organisation's processes
3. Develop and maintain networks and relationships 4. Manage difficulties into positive outcomes
3.1 3.2 4.1 4.2 4.3 4.4 4.5
Required skills
coaching and mentoring skills to provide support to colleagues literacy skills to research, analyse, interpret and report information relationship management and communication skills to: deal with people openly and fairly forge effective relationships with internal and/or external people, and to develop and
maintain these networks gain the trust and confidence of colleagues respond to unexpected demands from a range of people use supportive and consultative processes effectively.
Required knowledge especially in regard to occupational health and safety (OHS), and environmental issues, equal opportunity, industrial relations and anti-discrimination theory associated with managing work relationships to achieve planned outcomes: developing trust and confidence maintaining consistent behaviour in work relationships understanding the cultural and social environment identifying and assessing interpersonal styles establishing, building and maintaining networks identifying and resolving problems resolving conflict managing poor work performance monitoring, analysing and introducing ways to improve work relationships.
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. relevant legislation from all levels of government that affects business operation,
data appropriate to work roles and organisational policies
that is shared and retrieved in writing or verbally, electronically or manually such as: archived, filed and historical background data individual and team performance data marketing and customer related data planning and organisational documents including the outcomes of continuous improvement and quality assurance policies and procedures
Consultation processes may include:
feedback to the work team and relevant personnel in opportunities for all employees to contribute to ideas and
relation to outcomes of the consultation process information about organisational issues
Processes to ensure that issues raised are resolved promptly or referred may include:
conducting informal meetings coordinating surveys or questionnaires distributing newsletters or reports exchanging informal dialogue with relevant personnel participating in planned organisational activities
managers OHS committee and other people with specialist
responsibilities other employees supervisors union representatives/groups
Organisation's social, ethical and business standards may refer to:
implied standards such as honesty and respect relative to
the organisational culture and generally accepted within the wider community rewards and recognition for high performing staff standards expressed in legislation and regulations such as anti-discrimination legislation written standards such as those expressed in: code of workplace conduct/behaviour dress code policies statement of workplace values vision and mission statements
Colleagues, customers and suppliers may include:
both internal and external contacts employees at the same level and more senior managers people from a wide variety of social, cultural and ethnic team members
backgrounds
Organisation's policies and procedures may refer to:
Materials Safety Data Sheets organisational tasks and activities undertaken to meet sets of accepted actions approved by the organisation Standard Operating Procedures established structures or unstructured arrangements and informal or formal and with individuals or groups internal and/or external
performance outcomes
Networks may be:
may include business or professional associations
Workplace outcomes may include: Poor work performance may refer to:
OHS processes and procedures performance of the work team
individual team members organisation as a whole self whole work team

range of methods and techniques for communicating range of methods and techniques for developing positive
information and ideas to a range of stakeholders
work relationships that build trust and confidence in the team accessing and analysing information to achieve planned outcomes techniques for resolving problems and conflicts and dealing with poor performance knowledge of the theory associated with managing work relationships to achieve planned outcomes.

demonstration of techniques in managing poor direct questioning combined with review of portfolios of
performance and communicating effectively
evidence and third party workplace reports of on-the-job performance by the candidate observation of performance in role plays observation of presentations oral or written questioning to assess knowledge of relevant legislation review of consultation processes implemented to encourage employees to contribute to issues related to their work review of documentation outlining reviewing of workplace outcomes.
Management.
CUS09 Music (Version 1.1) BSBWOR402A Promote team effectiveness
BSBWOR402A
Unit Descriptor
Promote team effectiveness

This unit describes the performance outcomes, skills and knowledge required to promote teamwork. It involves developing team plans to meet expected outcomes, leading the work team, and proactively working with the management of the organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Frontline managers have an important leadership role in the development of efficient and effective work teams. They play a prominent part in team planning, supervising the performance of the team and developing team cohesion. They provide leadership for the team and bridge the gap between the management of the organisation and the team members. As such they must 'manage up' as well as manage their team/s.
No sector assigned
Unit Sector
ELEMENT 1. Plan to achieve team outcomes
Identify, establish and document team purpose, roles, responsibilities, goals, plans and objectives in consultation with team members Support team members in meeting expected outcomes Provide opportunities for input of team members into planning, decision making and operational aspects of work team Encourage and support team members to take responsibility for own work and to assist each other in undertaking required roles and responsibilities Provide feedback to team members to encourage, value and reward individual and team efforts and contributions Recognise and address issues, concerns and problems identified by team members or refer to relevant persons as required Actively encourage team members to participate in and take responsibility for team activities and communication processes Give the team support to identify and resolve problems which impede its performance Ensure own contribution to work team serves as a role model for others and enhances the organisation's image within the work team, the organisation and with clients/customers
2. Develop team cohesion
2.1 2.2 2.3 2.4
3. Participate in and facilitate work team
3.1 3.2 3.3
4. Liaise with management
4.1 4.2 4.3
4.4
Maintain open communication with line manager/management at all times Communicate information from line manager/management to the team Communicate unresolved issues, concerns and problems raised by the team/team members to line manager/management and ensure follow-up action is taken Communicate unresolved issues, concerns and problems related to the team/team members raised by line managers/management to the team and ensure follow-up to action is taken
Required skills
communication skills to: boost team morale deal with team conflict deliver messages from management facilitate discussion mentor and coach leadership skills planning and organising skills.
Required knowledge

organisational goals, objectives and plans organisational policy and procedures framework organisational structure, including organisational chart principles and techniques associated with: delegation and work allocation goal setting group dynamics and processes individual behaviour and difference leadership motivation negotiation planning.
Team purpose, roles, responsibilities, goals, plans and objectives may include:
action plans, business plans and operational plans linked
to strategic plans expected outcomes and outputs goals for individuals and the work team individual and team performance plans and key performance indicators occupational health and safety (OHS) responsibilities
Consultation may include:
attending meetings, interviews, brainstorming sessions using email/intranet communications, newsletters or other
processes and devices which ensure that all employees have the opportunity to contribute to team and individual effectiveness using mechanisms to provide feedback to the work team in relation to consultation outcomes Responsibility for own work may involve: Feedback may refer to:
individual and joint actions individuals and teams
formal/informal gatherings between team members where informal communication of ideas and thoughts on specific
there is communication on work related matters
tasks, outcomes, decisions, issues or behaviours
Relevant persons may include:
colleagues direct superior or other management representatives OHS committees and other people with specialist
responsibilities
Communication may include:
face-to-face formal/informal interaction verbal, written or electronic communication direct superior or other management representatives
Line manager/management may refer to:

teamwork plan with details of how it was generated and techniques in communicating information, dealing with
how it will be monitored so that team goals can be met team conflict and resolving issues
knowledge of organisational goals, objectives and plans. Context of and specific resources for assessment

evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated techniques in working with team dynamics observation of performance in role plays oral or written questioning to assess knowledge of principles and techniques associated with group dynamics and processes evaluation of opportunities provided for input of team members into planning, decision making and operational aspects of work team review of feedback provided to team members review of teamwork plan.
Management.
CUS09 Music (Version 1.1) BSBWOR403A Manage stress in the workplace
BSBWOR403A
Unit Descriptor
Manage stress in the workplace

This unit describes the performance outcomes, skills and knowledge required to manage own stress and the stress of others stress in a team environment. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to the understanding and management of own stress and team stress in the workplace. Competence in this unit requires managing own stress and managing the stress within a team by using effective strategies and initiatives to reduce stress and to improve the resilience of staff to withstand the stresses associated with a customer contact environment. This will require application of sound occupational health and safety (OHS) management in accordance with legislation and organisational policies and guidelines. This role is undertaken by staff with managerial responsibility.
Unit Sector
No sector assigned
ELEMENT 1. Develop and implement personal stress management strategy
PERFORMANCE CRITERIA 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 2.5 2.6 2.7
Recognise signs and sources of stress Use appropriate techniques to manage own stress Maintain personal stamina and resilience Maintain personal work/life balance Become a role model in managing stress and time Analyse and understand potential sources of fatigue and stress in the work environment Develop an understanding of a range of stress management techniques within a team Develop techniques to support the achievement of key performance indicators (KPIs) and priorities Encourage team members to support each other in managing stress Adopt strategies to effectively reduce, manage and deal with stress within a team Adopt stamina management strategies to maximise performance Develop techniques to assist team members to recover effectively from a stressful or difficult situation
2. Develop stress management strategies and techniques within a team
3. Implement stress management techniques within a team
3.1 3.2 3.3 3.4 3.5 3.6
Adopt work routine and procedural strategies to minimise stress and fatigue within a team Use appropriate time management tools and techniques Develop individual/group training and development program as required Use team meetings and other opportunities to discuss stress management techniques and to coach staff in using these techniques Regularly evaluate tools, techniques and strategies Develop team awareness of sources of internal and external support Develop a strategy to engage and develop team members Develop a communication strategy within a team Manage and use team meetings effectively Develop a supportive and responsive team environment Delegate effectively to further empower and motivate team members Monitor individual staff performance against performance requirements Conduct regular staff reviews to identify variations and difficulties impacting on work requirements Monitor and support team members when in stressful situations Respond appropriately to behavioural signs of stress among team members Monitor work/life balance of team members Discuss outcomes and develop action plans with team members as appropriate
4. Develop team and morale building strategies
4.1 4.2 4.3 4.4 4.5 5.1 5.2 5.3 5.4 5.5 5.6
5. Monitor and address stress levels within a team
Required skills
coaching and mentoring skills to give feedback in difficult and tense situations communication skills to conduct effective formal and informal meetings and to communication skills to relate to people from diverse backgrounds and people with consultation and negotiation skills to establish and implement development plans and
communicate with personnel at all levels of the organisation diverse abilities
actions for team members interpersonal skills to establish rapport and to build relationships with team members leadership skills to gain the trust and confidence of colleagues and team members literacy skills to clearly articulate information, ideas and advice organisational skills to manage own tasks within timeframes problem-solving skills to creatively and positively address issues that arise self-management skills to be an excellent role model for a team team building skills to ensure cohesion within a team. behavioural management techniques internal and external sources of assistance job role priorities and KPIs OHS principles and requirements signs and sources of existing and potential stress or difficult situations stress management and reduction techniques time management tools and techniques workplace policies and procedures.
Required knowledge

Signs of stress may include:
absence from work conflict fatigue lack of self-esteem and confidence poor work performance sickness challenging KPIs and/or priorities complex tasks difficult customer contact external factors inadequate physical environment interpersonal relationships
Sources of stress may include:
Sources of fatigue may include:
ergonomic factors excessive overtime external issues overload of information repetitive tasks and/or contacts shift rostering and hours of work debriefing with peers and/or line manager relaxation methods specific training stretching and exercises taking breaks adherence to schedule average handling time call rates customer satisfaction feedback quality assurance requirements sales targets targets
Stress management techniques may include:
Key performance indicators (KPIs) and priorities may include:
Stamina management strategies may include:
management of personal wellbeing, for example: breaks hydration life balance meals recognising fatigue management of the environment, for example: climate ergonomics noise management of work, for example: minimising re-working sequencing tasks
Stressful or difficult situations may include:
angry customer changing regulations and legislation customer abuse customer complaint high number of customer contacts sensitive customer situations unreliable technology diarising and/or scheduling tasks and time organising information prioritising tasks self-managing training requirements
Time management tools and techniques may include:
Evidence of the following is essential: explanation of signs and sources of stress explanation of job role priorities and KPIs ability or strategy to recover from stressful contact work stamina and implementation of work/life management strategies knowledge of OHS principles and requirements.


access to workplace information and data access to performance management, development plan access to relevant legislation, standards and guidelines access to staff feedback and satisfaction survey records.
and training records
evidence and third party workplace reports of on-the-job performance by the candidate oral and/or written questioning to assess knowledge of signs and sources of stress, and time management tools and techniques direct observation of the candidate effectively managing time and work priorities oral and /or written questioning of the process for the candidate to work through and recover from a stressful situation with a team member during and after the situation review and analysis of attendance records review of development plans and feedback for team members review of minutes of team meetings.
relevant management units.
CUS09 Music (Version 1.1) BSBWOR502A Ensure team effectiveness
BSBWOR502A
Unit Descriptor
Ensure team effectiveness

This unit describes the performance outcomes, skills and knowledge required to facilitate all aspects of teamwork within the organisation. It involves taking a leadership role in the development of team plans, leading and facilitating teamwork and actively engaging with the management of the organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to managers and addresses the need for managers to facilitate work teams and to build a positive culture within work teams. The unit takes a systematic and planned approach to developing teams. It includes the soft skills as well as more structured approaches to the management of teams. At this level, work will normally be carried out within complex and diverse methods and procedures which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.
Unit Sector
ELEMENT 1. Establish team performance plan
1.2 1.3 2. Develop and facilitate team cohesion 2.1 2.2 2.3 2.4
Consult team members to establish a common understanding of team purpose, roles, responsibilities and accountabilities in accordance with organisational goals, plans and objectives Develop performance plans to establish expected outcomes, outputs, key performance indicators and goals for work team Support team members in meeting expected performance outcomes Develop strategies to ensure team members have input into planning, decision making and operational aspects of work team Develop policies and procedures to ensure team members take responsibility for own work and assist others to undertake required roles and responsibilities Provide feedback to team members to encourage, value and reward individual and team efforts and contributions Develop processes to ensure that issues, concerns and problems identified by team members are recognised and addressed
3. Facilitate teamwork
3.1 3.2 3.3
Encourage team members and individuals to participate in and to take responsibility for team activities, including communication processes Support the team in identifying and resolving work performance problems Ensure own contribution to work team serves as a role model for others and enhances the organisation's image for all stakeholders Establish and maintain open communication processes with all stakeholders Communicate information from line manager/management to the team Communicate unresolved issues, concerns and problems raised by team members and follow-up with line manager/management and other relevant stakeholders Evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders
4. Liaise with stakeholders
4.1 4.2 4.3 4.4
Required skills
training skills to mentor and coach team members communication skills to explain team goals, to address team conflict and to build an planning and organisational skills to keep team on track and focussed on work
environment of trust outcomes.
Required knowledge
group behaviour models for conflict resolution. 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.
Consultation may refer to:
conducting meetings, interviews, brainstorming sessions,
email/intranet communications, newsletters or other processes and devices which ensure that all employees have the opportunity to contribute to team and individual performance plans mechanisms used to provide feedback to the work team in relation to outcomes of consultation
Accountabilities may refer to:
responsibilities as defined in position descriptions, codes statement of conduct outlining
of conduct/behaviour, duty statements or similar responsibilities/actions/performance
Performance plans may refer to:
individual performance plans linked to team goals team plans based on work assignments and
responsibilities
Outcomes, outputs, key performance indicators may refer to agreed:
changes in work roles and responsibilities improved individual and team, performance and improvements to systems, operations measures for monitoring and evaluating the efficiency or quality standards and expectations targets for productivity improvements such as reduced
participation
effectiveness of systems or services
downtime, higher production levels, decreases in absenteeism targets for training and development Strategies may refer to:
clarification of roles and expectations electronic communication devices and processes, such
as intranet and email communication systems, to facilitate input long-term or short-term plans factoring in opportunities for team input mentoring and 'buddy' systems to support team members in providing input newsletters and briefings training and development activities
Policies and procedures may refer to:
organisational guidelines and systems that govern procedures that detail the activities that must be carried Standard Operating Procedures
operational functions
out for the completion of actions and tasks
Processes may refer to:
brainstorming options with the team for addressing creating a matrix of issues and concerns and distributing discussions with individuals regarding their concerns distributing drafts for comment with a range of options for
concerns
for comment
resolution of concerns training and development sessions
Board members business or government contacts funding bodies union/employee groups and representatives work team
Line manager/management may refer to:
chief executive officer direct superior other management representatives

range of techniques that can be used to build work teams,
strengthen communications in the team and resolve conflict methods for engaging with stakeholders and obtaining advice from outside the work team, to ensure team is focussed and on track knowledge of group behaviour. Assessment must ensure:
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios assessment of written reports demonstration of team building techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of performance in role plays review of performance plans developed for work team review of policies and procedures developed to ensure team members take responsibility for own work.

CUS09 Music (Version 1.1) BSBWRT301A Write simple documents
BSBWRT301A
Unit Descriptor
Write simple documents

This unit describes the performance outcomes, skills and knowledge required to plan, draft and review a basic document before writing the final version. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement to produce a range of basic workplace documentation.
No sector assigned
Unit Sector
ELEMENT 1. Plan document
PERFORMANCE CRITERIA 1.1 1.2 1.3 1.4 1.5 1.6 2.1 2.2 3.1 3.2 3.3 3.4 3.5
Determine audience and purpose for the document Determine format and structure Establish key points for inclusion Identify organisational requirements Establish method of communication Establish means of communication Develop draft document to communicate key points Obtain and include any required additional information Check draft for suitability of tone for audience, purpose, format and communication style Check draft for readability, grammar, spelling, and sentence and paragraph construction Check draft for sequencing and structure Check draft to ensure it meets organisational requirements Ensure draft is proofread, where appropriate, by supervisor or colleague Make and proofread necessary changes Ensure document is sent to intended recipient File copy of document in accordance with organisational policies and procedures
2. Draft document 3. Review document
4. Write final document
4.1 4.2 4.3
Required skills
and papers according to target audience; and to proofread and edit documents to ensure clarity of meaning and conformity to organisational requirements problem-solving skills to determine document design and production processes. Required knowledge

basic grammar, spelling and punctuation. communication protocols how audience, purpose and method of communication influence tone organisational policies and procedures for document production resources to assist in document production, such as dictionary, thesaurus, templates, style sheets.
Audience may include:
internal and external customers recipient/s who receive a copy for information primary recipient/s of the communication
clarification of issues communication about meetings or events information minutes/outcomes of meetings request for information, advice or assistance statements of fact straightforward advice
Format may include:
email forms letters memos minutes of meetings organisational templates or proformas for letters, memos or reports tables
Structure may include:
organisation of the material to suit the format (e.g. treatment of attachments and hyperlinks visual signposting of material, including use of headings,
scannability for on-screen use)
lists, keywords and text in boxes
house style requirements identified authorities for signatories for
correspondence/communications protocols, both written and unwritten for the organisation's internal and external communications requirements for inclusive and non-discriminatory language and for adherence to copyright legislation
inclusive communication use of active or passive voice use of the appropriate register or style of language -
Method of communication may include:
formal, standard or informal
Means of communication may include: Intended recipient may include:
software packages such as MS Word, Excel, PageMaker,
PowerPoint and templates
audience for document signatory of the document supervisor or other staff member who may add to or
forward document to another recipient

producing a range of documents that accurately convey using formatting suitable for intended audience knowledge of organisational policies and procedures for
required basic information document production.

access to office equipment and resources examples of documents.
evidence and third party workplace reports of on-the-job performance by the candidate review of draft documents analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of communication protocols review of final documents.
BSBITU303A Design and produce text documents other general administration units.
CUS09 Music (Version 1.1) BSBWRT401A Write complex documents
BSBWRT401A
Unit Descriptor
Write complex documents

This unit describes the performance outcomes, skills and knowledge required to plan documents, draft text, prepare final text and produce documents of some complexity. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who work in a range of business environments and are skilled in the creation of reports, information and general promotion documents that are more complex than basic correspondence, memos or forms and that require review and analysis of a range of information sources.
No sector assigned
Unit Sector
ELEMENT 1. Plan documents
Determine the purposes of documents Choose appropriate formats for documents Establish means of communication Determine requirements of documents Determine categories and logical sequences of data, information and knowledge to achieve document objectives Develop overview of structure and content of documents Review and organise available data, information and knowledge according to proposed structure and content Ensure data, information and knowledge is aggregated, interpreted and summarised to prepare text that satisfies document purposes and objectives Include graphics as appropriate Identify gaps in required data and information, and collect additional material from relevant enterprise personnel Draft text according to document requirements and genre Use language appropriate to the audience Review draft text to ensure document objectives are achieved and requirements are met Check grammar, spelling and style for accuracy and punctuation Ensure draft text is approved by relevant enterprise personnel Process text amendments as required Choose basic design elements for documents appropriate to audience and purpose Use word processing software to apply basic design elements to text Check documents to ensure all requirements are met
2. Draft text
2.1 2.2 2.3 2.4 2.5 2.6
3. Prepare final text
3.1 3.2 3.3 3.4
4. Produce document
4.1 4.2 4.3
Required skills
communication skills to clarify requirements of documents literacy skills to edit and proofread documents; to create documents with a complex,
organised structure of linked paragraphs which use simple and complex syntactic structure numeracy skills to collate and present data, graphs and annotated references problem-solving skills to use processes flexibly and interchangeably. Required knowledge
enterprise style guide/house style formatting styles and their impact on formatting, readability and appearance of
organisational requirements for ergonomics, work periods and breaks, and resource rules and conventions for written English, as defined by general and specialist
documents
conservation techniques
dictionaries and books about grammar.
Purposes of documents may include:
conveying research findings documenting policies, procedures and processes influencing attitudes, opinions, beliefs meeting legal requirements meeting other data, information or knowledge needs of an audience proposing recommendations, options and actions

Appropriate formats for documents may include:
detailed business letters emails instructions and procedures manuals publications, leaflets, brochures reports speeches and presentations submissions tender documentation and public notices website text
Means of communication may include:
software packages such as MS Word, MS Excel, MS
PageMaker, MS PowerPoint and templates
Requirements of documents may include:
compliance with genre compliance with proformas, standardised reporting
requirements or undertakings made by the organisation about reporting file types and sizes for online documents languages other than English requirements legal or traditional requirements for the particular document format organisational policy, procedures and guidelines applying to writing documents, including house style point numbering systems requirements for illustrations, photographs, graphs, charts, maps and other illustrative material to explain texts standards for references, footnotes, citations, acknowledgements time lines, including deadlines word length writing styles, including simplicity of English and use of technical language
Categories and logical sequences of data, information and knowledge may include:
arguments and rebuttals categories and sequences traditionally used for the
particular type of document being prepared chronological, alphabetical or operating sequences facts, observations, conclusions and recommendations illustrative case studies and other examples linking and summary statements recommendations and supporting arguments colleagues/staff in own work section/ team members consultative committees internal providers of specialist expertise managers/leaders/coordinators/supervisors owners staff in relevant work sections capitals and underlining fonts headings illustrations, photographs and other illustrative material for design purposes justification and alignment lists and tables logos, branding, organisational identity requirements margins and paragraph indentation page shape page size templates use and amount of colour use and amount of white space
Relevant enterprise personnel may include:
Design elements may include:

production of documents editing draft text to ensure accuracy and clarity of knowledge of enterprise style guide/house style.
information

access to an actual workplace or simulated environment access to office equipment and resources examples of documents and style guides.
evidence and third party workplace reports of on-the-job performance by the candidate review of structure and content of documents review of draft documents review of final documents demonstration of techniques oral or written questioning to assess knowledge of word processing software functions.
BSBITU401A Design and develop complex text
documents.
CUS09 Music (Version 1.1) BSBWRT501A Write persuasive copy
BSBWRT501A
Unit Descriptor
Write persuasive copy

This unit describes the performance outcomes, skills and knowledge required to interpret a creative brief and evaluate a range of creative options to write persuasive copy. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who are responsible for writing persuasive copy to communicate messages in a wide range of contexts. These contexts may include television, radio, other advertising media, public relations or marketing. The unit is generally undertaken by those working in a supervisory, management or freelancing role who are primarily responsible for the development of persuasive copy. They may develop the copy individually or coordinate a team of writers.
No sector assigned
Unit Sector
ELEMENT 1. Analyse and interpret a creative brief
Analyse and confirm the technique/s for expressing the central idea or creative concept Identify and check the content and supporting information for accuracy and completeness Confirm the time schedule and budgetary requirements for creating copy Identify legal and ethical constraints impacting on copy to be developed Evaluate design and copy options against the requirements of the creative brief Select option/s which enable the required information and image to be communicated within time and budgetary requirements Create original copy with impact which sets the product, service or idea being communicated apart from the competition and competitor's promotional material Create copy which communicates the required image, features/benefits of the product, service or idea Create copy which meets the requirements of the creative brief in terms of information, format, language, writing style, and level of detail Produce copy on time and within budget Produce copy which complies with legal and ethical requirements
2. Evaluate creative options
2.1 2.2
3. Prepare persuasive copy
3.1 3.2 3.3 3.4 3.5
Required skills
communication skills to question, clarify and monitor the effectiveness of message being creativity and innovation skills to present ideas and information in an engaging manner literacy skills to write high quality, persuasive copy and to communicate complex ideas literacy skills to write in a range of styles for different audiences research and data collection skills to identify company and product information.
delivered
and processes efficiently and effectively
Required knowledge
components of the creative brief legal and ethical requirements relating to the advertising industry identification and overview knowledge of key provisions of relevant legislation from all
levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation consumer protection laws copyright legislation ethical principles fair trading laws privacy laws Trades Practices Act organisational and advertising budget constraints organisational policies, procedures, products and services persuasive writing techniques grammar and punctuation.
Central ideas may include:
a combination of visual (illustration) and verbal (text and
headline) messages the verbal or visual device used to present the content to the reader, listener or viewer of the advertisement, such as: analogy and association case histories celebrities continuing characters demonstrations exaggerated situations fantasy photographic tricks or special effects product uses recipes slice-of-life situations testimonials
the information to be communicated to the audience
Content may include:
brand or image factors, such as: competitive advantages features of the product/service where the product may be obtained price colour
evidence to support the claimed benefit purchasing information reassurances for existing users requirement to specify the target audience
Copy may include:
the words used in broadcast advertising such as: instructions and descriptions jingles message content production and technical information program promos slogans sound sources and effects sponsorship announcements the words used in print advertising such as: body copy captions display copy headlines instructions and descriptions message content overlines production and technical information subheads taglines underlines codes of practice such as those issued by: Advertising Federation of Australia Australian Communications and Media Authority Australian Competition and Consumer Commission Australian Performing Right Association Commercial Radio Australia Free TV Australia contempt of court and parliament copyright cultural expectations and influences defamation discrimination ethical principles obscenity policies and guidelines privacy and other legislation racial vilification regulations social responsibilities such as protection of children, societal expectations
environmental issues

demonstration of effectively interpreting a creative brief to
write original, innovative and persuasive copy that communicates key messages for at least one product/service or idea, on time and on budget reasons for choosing specific design and copy options. Assessment must ensure:
access to an actual workplace environment access to office equipment and resources access to creative briefs.
analysis of responses to case studies and scenarios demonstration of techniques to write persuasive copy direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of relevant legislation from all levels of government, codes of practice and national standards that impact on business operations review of copy created.
BSBADV509A Create mass print media advertisements BSBADV510A Create mass electronic media
advertisements.
CUS09 Music (Version 1.1) CUEAUD02C Prepare, rig, test and modify vision systems
CUEAUD02C
Unit Descriptor
Prepare, rig, test and modify vision systems

This unit describes the skills and knowledge required to interpret vision system plans, install equipment and conduct pre-production/event checks in accordance with the plans. The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels. CPCCLDG3001A Licence to perform dogging CPCCLRG3001A Licence to perform rigging basic level CPCCLRG3002A Licence to perform rigging intermediate level CPCCLRG4001A Licence to perform rigging advanced level. Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering a construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007). Achievement of the unit CPCCOHS1001A Work safely in the construction industry' fulfils this requirement. This unit contains employability skills. CUEAUD06B Apply a general knowledge of vision systems to work activities
Employability Skills Corequisite Unit(s) Application of the Unit
Vision system technicians who operate equipment in a range of live production or event environments require these skills. This unit also has strong linkages to the following units, and combined training and/or assessment with those units may be appropriate, e.g.:
CUEAUD03C Operate vision systems.
Unit Sector
Media and entertainment production vision systems
ELEMENT 1. Identify requirements and prepare vision systems
Liaise with relevant personnel and interpret the vision system plan to determine and confirm the vision system requirements Identify rigging, cabling and power requirements and calculate accurately in accordance with the vision system plan Select, assemble and test equipment and accessories and consumables to ensure that they are working and prepared for installation Recognise faults and take appropriate remedial action Pre-rig all relevant vision system equipment as required by the vision system plan and in accordance with licencing regulations Prepare, roll, test and service extension leads, looms and cables in accordance with design specifications, enterprise and legislative requirements Construct or devise effects and masking as required Establish contingency plans in the event of equipment malfunction and prepare back-up equipment Determine the positioning of all vision systems and the necessary support requirements Install supports or check that any rigging and mounts have been installed in the appropriate position Use safe lifting and handling techniques to install all vision systems, primary and back-up, according to the requirements of the plan Lay and secure power and other cables to avoid damage and hazardous situations Patch and test all equipment and accessories to ensure operational efficiency and working order Check all equipment in conjunction with other technical operations as required Identify any problems and modify the installation or technical elements of the equipment in consultation with relevant personnel Complete any documentation according to enterprise procedures and provide copies to relevant personnel as required
2. Install vision systems
2.1 2.2 2.3 2.4
3. Test and modify vision systems
3.1 3.2 3.3 3.4
Required skills
reading and interpreting documentation and plans calculating power loads, lengths and areas and other mathematical requirements key operational features of different types of vision systems
Required knowledge
the capacities and limitations of various type of projectors and other elements used in general understanding of other technical elements of the production/event such as general knowledge of rigging procedures, including licencing requirements and
vision systems
staging, lighting and sound elements to be used in conjunction with vision systems restrictions
relevant organisational and legislative occupational health and safety requirements,
including those related to safe manual handling techniques and working at heights
client designer director editors graphic artists head of department lighting and staging crew photographers production manager sound engineers stage manager supervisor technical director other specialist/technical staff attractions and theme parks clubs events festivals hotels live theatre, front or back of house meeting and conference facilities outdoor venues shopping centres showgrounds
Vision systems may be used in a range of environments, including:
Testing may include ensuring that:
all equipment is patched correctly all operational functions are working correctly correct accessories are fitted vision system, lighting, sound, and staging elements can function sympathetically chains and other rigging curtaining flats masking mounting brackets rostrum screens stands trolleys truss other staging effects batteries cables CDs computer discs connectors DVDs filters gels globes lenses screens
Vision system equipment may include:
amplifiers and PA systems cable or infra-red controllers communications systems (talkback) computerised operating console computers connectors lighting control or computers lighting fixtures microphones (cabled and wireless) monitors projection equipment, including: 35mm slides data grade projectors film of any gauge overhead projectors surtitles video projectors recording and playback devices for audio and images show relay speakers televisions two-way communication sets video players video, digital and still cameras
The following evidence is critical to the judgement of competence in this unit:

technical knowledge of the operating functions of a range correct interpretation of vision system plans knowledge of occupational health and safety principles,
of audiovisual equipment
procedures and regulations.
The assessment context must provide for:

the installation and testing of a variety of vision systems, completion of installation and testing tasks within typical
including sound, lighting and projection equipment
workplace time constraints installation and testing of equipment according to more than one plan to ensure that skills can be adapted to different contexts and vision system requirements use of industry-current equipment.
Assessment may incorporate a range of methods to assess practical skills and the application of essential underpinning knowledge, and might include:
direct observation of installation and testing tasks project or role play activities which allow the candidate to
conducted by the candidate
demonstrate skills in interpreting plans and choosing correct equipment written or oral questioning to test knowledge of typical vision systems written or oral questioning to test knowledge of occupational health and safety issues and regulations review of portfolios of evidence and third party workplace reports of on-the job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Assessment of this unit requires access to:

vision system plans a range of standard industry-current vision systems a venue where vision systems can be installed and
tested.
CUS09 Music (Version 1.1) CUEAUD03C Operate vision systems
CUEAUD03C
Unit Descriptor
Operate vision systems

This unit describes the skills and knowledge required to operate a range of vision systems during a live production or event. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills. CUEAUD06B Apply a general knowledge of vision systems to work activities
Technicians working with audio visual equipment in the screen, media and entertainment industries typically apply the skills and knowledge described in this unit. They are responsible for interpreting vision system production requirements and participating in run-throughs prior to performances. Often their duties also include setting up and disassembling equipment. This unit also has strong linkages to the following units, and combined training and/or assessment with those units may be appropriate, e.g.:
CUEAUD02C Prepare, rig, test and modify vision systems.
Unit Sector
ELEMENT 1. Participate in technical or creative run through
Liaise with relevant personnel and read production documents to determine the technical and production requirements for vision systems Participate in any required technical or creative runthrough, note any equipment deficiencies or technical adjustments to be made Plot and run through cues on direction from relevant personnel and according to equipment, sequencing, timing and speed requirements Make any necessary changes to cues and modify cue sheets as required Execute any necessary changes to equipment according to modifications required Check that final requirements for vision systems operation have been identified, implemented and documented Check communications equipment to ensure that it is in working order Power up and conduct a check on all primary and back-up equipment and accessories to ensure that they are in working order Rectify any faults or problems and inform relevant personnel of any ongoing problems
2. Prepare for vision system operation
2.1 2.2 2.3 2.4
3. Operate vision systems
3.1 3.2 3.3 3.4 3.5
Execute on cue all vision system operations in accordance with the running sheet and/or direction from relevant personnel Use all equipment features correctly and liaise with other technical personnel, as required, to ensure delivery of the required vision system effect Modify cues, as required, to cater for unexpected contingencies React to any equipment malfunctions by rectifying the fault safely and efficiently and inform relevant personnel Use back-up systems appropriately if required Safely power down the equipment following manufacturer instructions and enterprise procedures Secure vision systems to avoid damage when unattended Break down and carry vision system and, accessories employing safe lifting techniques Safely pack all equipment to avoid damage and prepare for transport if required Leave the work site in the original or improved condition, ensuring that there has been no adverse impact on the site Complete any organisational documentation accurately and provide copies to relevant personnel
4. Shut down and disassemble the equipment
4.1 4.2 4.3 4.4 4.5 4.6
Required skills
effective communication techniques for working with others during a live literacy skills sufficient to interpret documentation and plans, running sheets
performance/production
Required knowledge
the role and responsibilities of the vision systems technician during the actual operation
of a production/performance, including appropriate protocols to be followed problem solving techniques during live production in relation to issues which arise with vision systems the technical operational aspects of the main types vision systems the performance capacities and limitations of various projectors and other elements used in vision systems understanding other technical elements of the production/event such as staging, lighting and sound elements to be used in conjunction with vision systems general knowledge of rigging procedures, including licencing requirements and restrictions relevant organisational and legislative occupational health and safety requirements, including safe manual handling techniques
client designer director editors graphic artists head of department lighting and stage crew photographers sound engineers supervisor other specialist staff attractions and theme parks clubs events festivals hotels live theatre, front or back of house meeting and conference facilities outdoor venues shopping centres showgrounds
Vision systems may be used in a range of environments, including:
amplifiers and PA systems cable or infra-red controllers communications systems (talkback) computerised operating console computers connectors lighting control or computers lighting fixtures microphones (cabled and wireless) monitors projection equipment, including: 35mm slides data grade projectors film of any gauge overhead projectors surtitles video projectors recording and playback devices for audio and images show relay speakers televisions two-way communication sets video players video, digital and still cameras chains and other rigging curtaining flats masking mounting brackets rostrum screens stands trolleys truss other staging effects

technical knowledge of and ability to operate functions of collect interpretation of vision system running sheets effective communication with clients and other technical knowledge of occupational health and safety principles,
a range of vision systems personnel
procedures and regulations, especially safe lifting techniques.

practical demonstration of skills using a variety of vision operating vision systems within typical workplace time
systems during a live production or event
constraints operation of equipment according to more than one running/cue sheet to ensure that skills can be adapted to different contexts and vision system requirements use of industry-current equipment.
direct observation of the operation of vision systems by evaluation of vision system presentations operated by the project or role play activities which allow the candidate to
the candidate candidate
demonstrate skills in interpreting and amending running/cue sheets role play and test activities which highlight fault detection and rectification written or oral questioning to test technical knowledge of typical vision systems and occupational health and safety issues and regulations review of portfolios of evidence and third party workplace reports of on-the job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

use of vision system running/cue sheets a range of standard industry current vision systems a venue where a full range of vision systems can be
operated.
CUS09 Music (Version 1.1) CUEAUD06B Apply a general knowledge of vision systems to work activities
CUEAUD06B
Unit Descriptor
Apply a general knowledge of vision systems to work activities

This unit describes the skills and knowledge required to provide assistance to audiovisual technicians. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Under the supervision of experienced technicians, trainees or junior staff members undertake the role outlined in this unit .They need a basic knowledge of the main types of vision systems and the procedures for tasks such as cabling and positioning of equipment. This unit has linkages to a range of other units and combined assessment and/or training may be appropriate, e.g.:
CUETGE15B Handle physical elements safely during bump
in/bump out.
Unit Sector
ELEMENT 1. Make preparations for simple vision system activities
Extract key information from installation/set up plans and confirm requirements with supervisor Identify appropriate rigging/positioning points for vision systems Correctly identify cables used to connect components Correctly identify and sort equipment in preparation for set up Place equipment in the correct position according to supervisor's instructions and within licensing restrictions Complete cabling of equipment according to supervisor's instructions and safety requirements Finalise set-up tasks according to supervisor's instructions and safety requirements, and test operation Identify any problems with equipment promptly, take action within scope of individual responsibility or report to supervising technician Communicate appropriately with technicians, performers or customers during the completion of tasks
2. Complete tasks using vision systems
2.1 2.2 2.3 2.4 2.5
Required skills
patching and operating commonly used signal processors the meaning and use of electrical measurements, including voltage, current resistance,
power insulation and circuit continuity, having regard to magnitude, AC or DC, circuit state (energised or de-energised) literacy skills sufficient to extract key information from installation numeracy skills sufficient to count, sort and position equipment Required knowledge
the general scope and potential of vision system operations within different contexts the relationship between vision system operations and other technical and performance the key features, purpose and basic operating procedures of major types of AV different types of cable and their usage in different situations and for different types of common formats of vision system plans and how these relate to practical work tasks legal and safety issues with regard to vision system operations as they affect individual common terminology used in relation to audiovisual operations general knowledge of power, including recognition of different power outlets and safe
areas, including sound, lighting and performance
equipment, including projectors (slide, video and data) equipment workers
use of power extension leads
Vision system activities within this unit must include:
cabling of equipment, including making cables using positioning of equipment testing the basic operation of equipment
connectors and crimping tools
35mm and 16mm projectors audio equipment, including: amp racks amplifiers cables compact disc players connectors effects and mixing desks equalisers feedback monitors microphones speakers tape recorders cables and wireless microphones computer-operated equipment digital and still cameras lighting equipment portable LCD and DLP projectors screens video players and monitors
Problems with equipment would be quite simple in nature and may include:
difficulties with positioning discrepancies within plans incorrect number of equipment pieces insufficient or wrong cabling not receiving signal from input devices to display/output devices problems with power source


ability to complete a range of simple vision system tasks introductory knowledge of the major types of vision
safely and in accordance with instructions
systems, including key features and safety issues.

practical demonstration of skills through the completion of
a range of preparatory and set up tasks with industry-current vision systems equipment project or work activities that allow knowledge to be applied to specific live production contexts and situations completion of tasks within workplace-realistic time constraints.
Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:
direct observation of the candidate working with inspection of equipment set up by the candidate oral questioning/interviewing to assess knowledge of review of portfolios of evidence and third party workplace
equipment and completing tasks equipment and procedures
reports of on-the-job performance by the candidate.
Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

current and operational vision systems as specified in the vision system plans or instructions.
Range Statement
CUS09 Music (Version 1.1) CUECOR01C Manage own work and learning
CUECOR01C
Unit Descriptor
Manage own work and learning

This unit describes the self-management skills needed to perform effectively in the workplace. As such it relates to personal time management and the identification and management of personal learning needs. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People working in any role in any industry apply the skills and knowledge outlined in this unit. At this level individuals would typically be supervised and they would be expected to seek the advice of supervisors and peers in relation to professional development opportunities. This unit has linkages to a range of other general units, and combined assessment and/or training with those units may be appropriate, e.g.:
CUECOR02C Work with others BSBDIV301A Work in a culturally diverse environment CUEIND01C Source and apply entertainment industry
knowledge.
Unit Sector
Workforce development learning and development
ELEMENT 1. Develop personal time management skills
Establish priorities and deadlines in consultation with others, as appropriate Plan time so that tasks are completed according to order of priority and within established deadlines Re-prioritise work effectively as necessary to accommodate important workload variations Document details of work tasks and commitments accurately, as required Maintain basic work records effectively Identify any variations and difficulties affecting work requirements through regular reviews, and inform relevant personnel Identify own learning needs in consultation with relevant personnel Identify opportunities to meet learning needs and take appropriate action in consultation with relevant personnel Collate evidence of on and off-the-job learning relevant to work role Regularly seek suggestions on ways to improve work Act on feedback as required to improve work performance
2. Manage own learning
2.1 2.2 2.3
3. Receive and act constructively on personal feedback
3.1 3.2
Required skills
effective communication techniques, including listening, questioning and non-verbal way of organising information clearly, concisely and logically time management techniques as they apply to the particular job role
communication
Required knowledge
general knowledge of stress management techniques knowledge of career paths within the relevant industry context and skill requirements for
different roles
Planning of time may involve:
consultation with others directions from others team meetings use of diaries and other work planning.
Basic work records may include:
diary entries file notes general in-house correspondence, e.g. memos, notes,
email records of meetings reports time sheets work schedules.
community representatives managers mentors peers (inside and outside the organisation) supervisors.
Own learning needs may relate to:
knowledge required for present job need to obtain competencies to meet current and future skills development to fulfil career aspirations.
organisational objectives

effective application of time management techniques communicating effectively with colleagues within the
range of situations required for the job role.

project or work activities that allow the candidate to apply
time management techniques in the relevant industry context interaction with others in relation to identification of learning needs.
case studies and projects to assess ability to effectively oral or written questioning to assess knowledge of time review of portfolios of evidence or third party workplace
manage time in given industry situations
management and communication techniques

resources used to manage time in a given industry
context information on learning opportunities.
CUS09 Music (Version 1.1) CUEFIN03C Obtain sponsorship
CUEFIN03C
Unit Descriptor
Obtain sponsorship
This unit describes the skills and knowledge required to obtain and manage sponsorship for an activity, event or organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People in middle to senior management roles in cultural industry organisations or companies apply the skills and knowledge outlined in this unit, which focuses on 'one-off' sponsorship arrangements or ongoing activities within an organisation. People in this role require a sound knowledge of sponsorship opportunities and protocols in a given industry context plus a range of communication, negotiation and management skills. This unit has linkages to a range of other financial, marketing and management units, and combined assessment and/or training with those units would be appropriate, e.g.:

CUEFIN01C Develop a budget CUEFIN02C Manage a budget other marketing units units dealing with development and presentation of business proposals.
Unit Sector
Finance - financial management
ELEMENT 1. Determine financial requirements and sponsorship opportunities
Identify financial requirements in consultation with relevant colleagues Set sponsorship targets based on financial requirements of activity and estimated income and expenditure Identify items , activities or projects to be sponsored based on potential sponsor appeal and the needs of the organisation Assess previous methods of securing finance for relevance to the activity Identify potential sponsors in accordance with the nature of the activity and/or previous sponsors Develop sponsorship proposals in a clear, concise and professional way to include full breakdown of costs and benefits and other relevant sponsor information Distribute and/or present sponsorship information in accordance with agreed targets Undertake follow-up promotion and negotiation as required Conduct meetings to discuss proposals in a professional and business-like manner Make written contracts/agreements with the sponsor to include full details of commitments made by both parties
2. Obtain sponsorship
2.1 2.2 2.3 2.4 2.5
3. Service sponsors
3.1 3.2 3.3 3.4 3.5 3.6
Organise activities in accordance with sponsorship agreements ensuring all agreements made are honoured Provide and request feedback to and from the sponsor Monitor and evaluate activities and make adjustments accordingly Identify and action opportunities to enhance value of involvement for sponsors and benefits for the organisation Maintain accurate and current documentation as required throughout the process Undertake follow-up liaison with sponsor
Required skills

written communication skills sufficient to develop sponsorship proposals familiarity with presentation tools, e.g. software negotiation and communication skills in relation to sponsorship activities project management skills in relation to managing sponsorship activities
Required knowledge
sponsorship protocols in relation to making contact, nature of proposals, involvement of
sponsor in activities and reporting expectations in a given industry context potential sponsorship contacts and sources of finance in commerce and/or government in the relevant industry context features and formats for sponsorship proposals/packages in the relevant industry context features of contracts and agreements and how to interpret them
RANGE STATEMENT
Relevant colleagues may include:
boards of management funding bodies management organising committees technical or creative specialists entertainment exhibitions (permanent or temporary) meals ongoing organisation activities physical items social events total productions travel
Items , activities or events to be sponsored may include:
Potential sponsors may include:
audiences boards of directors, councils or other governing bodies community bodies existing sponsors friends' organisations government agencies investors joint partners, including limited life partners new sponsors activity reports/schedules attendance figures contracts financial records
Documentation to be maintained for sponsorship may include:

development of clear, concise and professional effective communication, presentation and negotiation
sponsorship proposals skills.

project or work activities conducted over a period of time
that allow the candidate to plan and implement sponsorship for an organisation, activity or event involvement of and interaction with others to allow the communication and negotiation aspects of the unit to be assessed.
evaluation of reports detailing sponsorship projects or evaluation of reports prepared by the candidate detailing
activities conducted by the candidate
the processes undertaken to obtain and manage sponsorship case studies and problem solving to assess ability to develop sponsorship approaches to different workplace contexts review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

current technology for the presentation of sponsorship activity/event/program/organisation to be sponsored.
proposals
CUS09 Music (Version 1.1) CUEFOH04C Usher patrons
CUEFOH04C
Unit Descriptor
Usher patrons
This unit describes the skills and knowledge required to process tickets and seat patrons for a theatre performance, event or cinema session. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Box office personnel apply the skills and knowledge outlined in this unit. People in this role are responsible for monitoring patron movements in and out of the auditorium and assisting with any special seating requirements. Typically they would be employed at theatre, cinema and event venues which could have one or more auditoria. This unit has strong linkages to the following units, and combined training and/or assessment is recommended:
CUEFOH10B Monitor entry to a venue CUSOHS301A Follow occupational health and safety
procedures.
Unit Sector
Media and entertainment production front of house
ELEMENT 1. Check and process tickets
Check tickets /passes for validity and seating location and process in accordance with organisational procedures Take appropriate action should any problems arise with tickets/passes Provide patrons with accurate auditorium information and advise if any special restrictions or requirements apply Refer issues beyond own level of responsibility to the appropriate person
2. Seat patrons
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8
Encourage patrons to enter the appropriate location in accordance with public announcements Deal with queues to ensure that patrons are seated efficiently and quickly and that the performance is not delayed Monitor crowd movement and take appropriate action to address problems Direct patrons to their seat location or guide patrons to seats, ensuring their safety Deal with any seating problems , take remedial action according to individual level of responsibility and enterprise procedures Identify patrons with special needs and provide special assistance to seat them at the most appropriate time for the comfort and convenience of all patrons Provide latecomers with accurate information on when they may be seated and assist them to their seats at the appropriate time Observe safety requirements and regulations at all times in accordance with organisational procedures Close auditorium doors in time for the performance/session/event and continually monitor Assist any patrons to safely exit and re-enter the auditorium at appropriate times Clear the auditorium of patrons at the conclusion of the performance/session/event in accordance with safety requirements and regulations Tidy and/or clean the auditorium and secure, as required
3. Monitor entry to and from the auditorium
3.1 3.2 3.3 3.4
Required skills
methods of crowd control literacy skills sufficient to read and interpret tickets numeracy skills sufficient to count tickets, seats
Required knowledge

formats and features of tickets as appropriate to the organisation or industry sector typical procedures for ushering patrons layout of the auditorium (all entrances, exits) seating configuration of the auditorium and various pricing categories performances/session/event times (start, conclusion, intermission) special seating facilities and services available to people with special needs procedures for assisting people with specials needs to and from their seats procedures for late admissions safety issues and regulations particularly in relation to the ushering of patrons
Processing tickets may include:
collecting whole tickets tearing ticket stubs and returning main portion to patron tearing tickets correct entrance for particular seats exit points for the auditorium location of seats exiting via an exit point no entry or return entry to the venue once the no intermission non use of audio or camera recording equipment inside
Auditorium information provided to patrons may include: Special restrictions or requirements may include:
performance has commenced the venue
Problems with tickets may include:
patron is using a concessional ticket/pass to which they
are not entitled tickets are for a past or future performance/session
Seating problems may include:
broken seats patrons have impaired vision due to height and require
booster cushions patrons moving onto seats which are of a higher price to which they are not entitled patrons sitting in incorrect seats
adjusting walking pace to that of a less mobile person to physical guiding of visually impaired patrons providing extra verbal instruction to less mobile persons
Providing special assistance to seat those with special needs may involve:
ensure their safe arrival at seat location
about presence of stairs, steps, steepness of slope, availability of handrails pushing or guiding wheelchairs

ability to check and process tickets and seat patrons
customers efficiently ability to identify and resolve seating problems provision of special assistance to those people who have special seating needs knowledge of typical procedures used for ushering patrons. The assessment context must provide for:
the ushering of patrons within an operational venue
environment, e.g. a cinema, live theatre, conference centre interaction with and involvement of a customer group to be seated and to whom special assistance can be provided provision of multiple types of assistance to ensure varying customer needs can be met.
direct observation of the candidate ushering patrons direct observation of the candidate providing special role plays to assess ability to resolve seating problems written or oral questions and tests to assess knowledge of
within a venue
services to those people who have special needs
the auditorium, seating layout and procedures, e.g. safety and security, special needs procedures review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

a venue where performances/cinema sessions/events tickets/passes.
take place
CUS09 Music (Version 1.1) CUEFOH06C Manage venue services
CUEFOH06C
Unit Descriptor
Manage venue services

This unit describes the skills and knowledge required to control venue services at a venue during performances/events. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Senior venue personnel such as front of house managers apply the skills and knowledge outlined in this unit. They are responsible for coordinating the set-up of venues prior to performances/events and for managing on-site customer service. Venue services management requires considerable communication, negotiation and problem solving skills. People in this role have a high degree of autonomy and would typically supervise others. This unit has strong linkages to the following units, and combined training and/or assessment may be appropriate:
CUECOR04B Deal with conflict and resolve complaints BSBCUS501A Manage quality customer service.
Unit Sector
Media and entertainment production front of house
ELEMENT 1. Prepare venue for patrons
1.3 1.4 1.5
Liaise with the relevant personnel and check that all required services have been arranged Check that all aspects of the venue set-up, facilities and equipment allows for easy patron access, especially for those with disabilities, and to minimise risk of injury to patrons Identify any deficiencies, including staff shortages, and take prompt action to rectify the situation Provide a briefing , as required, to service personnel prior to the opening of the venue Open the venue at scheduled opening time
2. Monitor venue services
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8
Monitor the provision of services, identify any problems as they arise and take prompt action to resolve the situation Take responsibility for the resolution of any escalated problems or complaints Greet VIP patrons and provide special assistance, as required Make clear and accurate public announcements as required Liaise with back-of-house to maximise quality of service to patrons Debrief personnel as required and use feedback constructively to enhance quality of future service provision Complete and distribute any documentation relating to service operation, including relevant management reports Close and secure venue as required in accordance with organisational procedures
Required skills

emergency evacuation procedures operation of the public address system communication and conflict resolution techniques staff responsibilities and reporting mechanisms incident report documentation
Required knowledge
operational aspects of service facilities which operate at the venue, e.g. box office, food
and beverage outlets, cloakroom, merchandising store/stand in-depth knowledge of policies and procedures applicable to delivering services to venue customers, including refunds and exchanges opening and closing procedures for the venue
Venue services may include:
box office front-of-house guiding ushering visitor information
Checking all aspects of the set-up of the venue, facilities and equipment may include:
bathroom facilities box office operations checking that all emergency evacuation areas are clear
and that safety equipment is operational checking that auditorium is correctly configured checking that venue is clean and tidy cleaning and tidying venue or instructing other staff to clean and tidy venue food and beverage outlets merchandising stores/stands program stands promotional displays the cloakroom
Venues may be:
permanent temporary
Staff briefing may include:
details of event fire drills house policies information about products and services available information on VIP attendance notification of forthcoming events organisational policies and procedures prior knowledge of special needs of particular patrons special seating arrangements
Assisting with the workflow of service personnel may involve: Documentation relating to the front-of-house operation may include:
selling programs and other merchandise ushering patrons working food and beverage outlets
incident reports merchandise sales reports staff timesheets ticket sales reports

ability to manage the on-site operation of venue services,
including all aspects of preparing the venue, briefing and monitoring staff, and closing down the venue knowledge of the range of problems which may arise and ability to resolve them. The assessment context must provide for:
practical demonstration of skills within a fully equipped
operational venue, eg a cinema, live theatre, conference centre, on more than one occasion involvement of a team of operational venue personnel involved in delivering venue services presence of commercially realistic time pressures involved in the operation of the front-of-house at the time of a performance/session/event commercially realistic ratios of customers to operational personnel to reflect typical workplace pressures.
direct observation of the candidate managing venue evaluation of reports prepared by the candidate on the
services
venue service management process, including the issues and solutions associated with delivering efficient outcomes review of documentation prepared by the candidate such as running sheets, incident reports, briefing notes role plays to assess ability to negotiate solutions to problems written or oral questions, tests and interview to assess knowledge of the venue and procedures review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.

a venue where performances/cinema sessions/events a range of operational outlets commonly operated within
take place
a venue, eg box office, merchandising store/stand policy and procedures for front-of-house services, eg emergency evacuation, refunds, opening and closing.
CUS09 Music (Version 1.1) CUEIND01C Source and apply entertainment industry knowledge
CUEIND01C
Unit Descriptor
Source and apply entertainment industry knowledge

This unit describes the skills and knowledge required to source, apply and update a general knowledge of the live entertainment industry, including industry structure and operation, employment obligations and the impact of new technology. This knowledge underpins effective performance in all work roles within the entertainment industry. In-depth knowledge is not required. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills. Deleted/superseded units
Employability Skills Unit Sector
ELEMENT 1. Source and apply information on the structure and operation of the entertainment industry.
1.2 2. Source and apply knowledge of industry employment obligations and opportunities. 2.1
Correctly identify and access sources of information on the entertainment industry, including information relating to: 1.1.1 industry structure, different sectors and the products and services available 1.1.2 major industry bodies 1.1.3 relationship between entertainment and other industries 1.1.4 economic and social significance of the industry. Use knowledge of the entertainment industry appropriately to enhance the quality of work performance. Obtain information to assist in effective work performance in the entertainment industry, including information on: 2.1.1 career opportunities 2.1.2 roles, responsibilities and employment rights of contracted workers 2.1.3 unions and employer bodies 2.1.4 professional associations 2.1.5 industrial relations issues. Apply knowledge of industry employment obligations and opportunities appropriately within day-to-day work activities.
2.2
3. Seek information on new technology.
3.1 3.2
3.3 4. Seek opportunities to update industry knowledge. 4.1 4.2
Correctly identify sources of information on new technology. Obtain relevant information to assist effective work performance, including information on: 3.2.1 advances in technology and equipment 3.2.2 likely effects of new technology on current work practices and the structure of the industry 3.2.3 ways of upgrading skills to allow for the use of new technology 3.2.4 sources of technical advice and support. Correctly apply information on technological advances in day-to-day work activities. Identify and use a range of opportunities to update knowledge of the entertainment industry and monitor current issues of concern to the industry. Share updated knowledge with customers and colleagues as appropriate, and incorporate into day-to-day work activities.
Required skills
research and literacy skills sufficient to analyse and interpret information from industry
association promotional materials personal organisational skills to keep up-to-date with industry developments 1 using technology to source information. Required knowledge
different sectors of the entertainment industry and their interrelationships key work areas within the industry, how they interrelate, and key roles and
broad knowledge of key entertainment industry terminology issues of etiquette and ethics as they apply to key work areas within the industry nature, role and functions of unions and employer associations, including rights and obligations of employers, including safe system of work and non-discrimination obligations of employees, including attendance, ethical behaviour, taking directions, sources of information on the entertainment industry and ways of maintaining current overview of current and emerging technologies used within the relevant entertainment
responsibilities
responsibilities of employers and employees
confidentiality, work performance, safety and care industry knowledge industry sector.
The term entertainment industry covers all sectors involved in the production of any type of live theatre or event. This may include:
any type of event, eg sporting, cultural, charitable ballet concerts corporate theatre and communication drama festivals.
Information sources and opportunities to update industry knowledge may include:
discussions with industry practitioners and colleagues industry associations and organisations industry functions industry journals Internet media personal observations and experience policy and procedures manuals reference manuals seminars and other professional development opportunities unions and other sources of industrial relations information.

Other industries with which the entertainment industry has relationship may include:
fashion film, TV and radio music retail sport tourism visual arts, craft and design. changing nature of the marketplace government initiatives industry expansion labour issues.
Issues of concern to the industry may be related to:
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. Critical aspects for assessment and evidence required to demonstrate competency in this unit

general knowledge of the entertainment industry as
detailed under Underpinning skills and knowledge and their application to a particular workplace context understanding of how industry knowledge can be applied to work activities to maximise effective performance knowledge of how to maintain currency of knowledge. The assessment context must provide for:
project or work activities that allow the candidate to
Context of, and specific resources for assessment
access and apply industry information to specific contexts and work activities.
case studies to assess application of knowledge of oral or written questions to assess knowledge of different review of portfolios of evidence or third party workplace
different industry contexts and situations aspects of the entertainment industry
Assessment methods should closely reflect workplace demands and the needs of particular groups (eg people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling). Assessment of this unit requires access to:
sources of information on the entertainment industry.
CUS09 Music (Version 1.1) CUELGT03C Install and operate follow spots
CUELGT03C
Unit Descriptor
Install and operate follow spots

This unit describes the skills and knowledge required to install and operate follow spots for any production within the cultural industries. This is a dedicated unit which reflects the skills required to operate follow spots for productions which include extensive movement and variation on stage and for different performance contexts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills. (CUFLGT02B Prepare, install and test lighting equipment CUFLGT302A Record and operate standard lighting cues)
Employability Skills Prerequisite Unit(s) Application of the Unit
Prerequisite: This unit has linkages to a range of other lighting units and combined assessment and/or training may be appropriate, eg: CUFLGT02B Prepare, install and test lighting equipment CUFLGT302A Record and operate standard lighting cues.
Unit Sector
No sector assigned
ELEMENT 1. Install follow spots.
Position follow spots and accessories in accordance with the lighting plan and ensure safety for the operator and audience. Set up stands securely and adjust for height as required. Check and adjust balance, focus and sights of the follow spot as appropriate. Install follow spot dimmer as required. Secure follow spot cabling safely. Install manual colour changer correctly and colour in accordance with the lighting plan. Test follow spot to ensure it is operational and that all accessories are in working order. Focus follow spot and check multiple spots for consistency of focus and colour temperature.
2. Participate in technical or creative run through.
2.1 2.2 2.3 2.4 2.5 2.6
Participate in any required technical or creative run through, note any equipment deficiencies or technical adjustments to be made. Rehearse technical aspects of the show and communicate to performers as required. Set back-up options in the event of an equipment malfunction and test to ensure that they are in working order. Plot and run through cues on direction from the appropriate personnel and in accordance with equipment, sequencing, timing and speed requirements. Make any necessary changes to cues and modify cue sheets as required. Execute any necessary changes to equipment in accordance with modifications required. Power up follow spot and check height, balance, sights, focus, operation of iris, operation of any additional follow spot accessories and dimmer. Check colour and/or operation of colour changer. Check that final requirements for equipment operation have been identified, implemented and documented. Check communications equipment to ensure that it is in working order. Correctly identify and rectify any faults or problems and inform relevant personnel of any ongoing problems. Operate follow spot on cue/on direction from the stage manager, head follow spot operator or running sheet as appropriate. Operate spot so that beam diameter, shape, edge, colour and intensity level meet performance requirements. Synchronise follow spot operation with other lighting and staging effects. Modify follow spot cues as required to cater for unexpected contingencies. Operate spot in a manner that does not distract the audience and maintains reasonable comfort for the operator. Identify and rectify problems safely, using logical problem solving techniques and in accordance with venue procedures and inform appropriate personnel are informed as required. Correctly identify the need for the use of back-up systems and implement when required. Recalibrate follow spot correctly after changing a lamp where appropriate.
3. Prepare for follow spot operation.
3.1 3.2 3.3 3.4 3.5
4. Operate follow spots.
4.1 4.2 4.3 4.4 4.5 4.6
4.7 4.8
5. Shut down and disassemble equipment.
5.1
5.2
Turn off power to the follow spot in accordance with cool-down procedure and dismantle store or cover equipment in accordance with organisational procedures and performance requirements. Note changes to cue sheets and update and file documentation as required in accordance with organisational procedures.
Required skills
hand/eye coordination skills literacy skills sufficient to interpret a lighting plan.
Required knowledge
knowledge of the main types of lanterns, including profile, fresnel, pebble/convex, flood,
moving lanterns and PAR, their uses and operations (optical and mechanical) and accessories different types of follow spots and their features, including incandescent and discharge units the relationship between follow spot operation and other lighting and stage effects techniques for the operation of follow spots, including how to adjust for colour temperature and beam.
RANGE STATEMENT
Follow spots may include:
discharge units incandescent.
Follow spot accessories may include:
% power selection switches ballasts colour magazines gobos irises mechanical blackouts mechanical dimmers shutters stands.
colour lists cue sheets emergency procedures equipment lists focus notes patch sheets. designer director stage manager supervisor, head of department other follow spot operator other specialist staff. blown globe defective colour defective iris/sights/dimmer differences in colour temperature between different units faulty balance incorrect height adjustment mis-aligned sights problems with manual colour changer unexpected changes by performers, eg moving out of range, behind scenery.
Faults and problems with follow spots may include:

application of excellent hand/eye coordination skills to
follow spot operation for productions with extensive movement on stage knowledge of different techniques for effective follow spot operation. The assessment context must provide for:
practical demonstration of skills through the operation of a
follow spot for an actual production on more than one occasion and for more than one production involvement of, and interaction with, a production team to reflect the collaborative nature of the process.
direct observation of the candidate installing or operating evaluation of a performance where the candidate is
follow spots
responsible for follow spot operation oral or written questioning to assess knowledge of follow spot equipment, operating techniques or specific OHS issues review of portfolios of evidence or third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (eg people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling). Assessment of this unit requires access to:
follow spots and accessories as identified in the Range a production and production venue.
Statement
CUS09 Music (Version 1.1) CUELGT04C Operate floor electrics
CUELGT04C
Unit Descriptor
Operate floor electrics

This unit describes the skills and knowledge required to set and operate a range of floor electrics for any live performance. This is a dedicated unit which reflects the skills required to operate a range of floor electrics in different performance contexts. This role would generally be undertaken by an experienced lighting technician. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement This unit contains employability skills.
Prerequisite: This unit has linkages to a range of other lighting units and combined assessment and/or training may be appropriate.
Unit Sector
No sector assigned
ELEMENT 1. Participate in technical or creative run-through.
Set floor electrics in accordance with performance requirements. Integrate the operation of floor electrics into the run-through and communicate relevant information to performers. Plot, record, rehearse and execute cues on direction from the appropriate personnel. Set back-up systems for use in the event of an equipment malfunction and test to ensure that they are in working order. Implement changes to cueing and modify and cue sheets accurately as required. Identify, implement and document changes to floor electrics operation as required. Check communications equipment to ensure that it is in working order. Check consumables are adequate for the performance. Place floor electrics equipment in stand-by position for the start of the performance in accordance with safety and performance requirements. Identify equipment requiring warm-up and turn on at the appropriate time. Check all floor electrics components to ensure that they are operating to specifications. Identify any problems or faults promptly, take safe and appropriate action to rectify or report to relevant personnel. Isolate smoke detectors and check changes to air conditioning as required. Check that all cables are run safely and neatly.
2. Prepare for floor electrics operation.
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9
3. Operate floor electrics.
3.1 3.2 3.3 3.4 3.5
Execute floor electrics changes on cue in accordance with the running sheet, stage manager's directions and the requirements of the performance and/or venue. Check cables to ensure correct setting. Make modifications to floor electrics cues when required, to cater for unexpected contingencies and inform appropriate personnel. Identify any problems or faults promptly, take safe and appropriate action to rectify or report to relevant personnel. Use back-up systems correctly when required. Turn off power to all floor electrics elements or set to standby as required by the production. Reset smoke detectors and air-conditioning as required. Prepare and position all floor electrics elements correctly for the next performance as required, or return equipment to stand-by. Make accurate updates on cue sheets and other documentation and file in accordance with enterprise procedures.
4. Shut down and 4.1 disassemble floor electrics equipment. 4.2 4.3 4.4
Required skills
effective communication skills to liaise with other team members prior to and during a
performance.
Required knowledge major types of floor electrics equipment and their uses in different production contexts lighting terminology particularly in relation to the operation of floor electrics operation features and functions of a range of floor electrics occupational health and safety requirements particularly in relation to the operation of floor electrics relationship of floor electrics to other lighting and staging effects.
designer director head of department stage manager supervisor other specialist staff.
gaffer tape gel lamp stock PVC tape.

knowledge of electricity as it relates to floor electrics applying safe procedures for working with electricity communicating effectively with colleagues and customers
within the range of situations defined for the job role.

demonstration of skills in operating floor electrics for an demonstration of skills in multiple performance contexts
actual performance on more than one occasion
and with different types of floor electrics involvement of and interaction with a team to reflect the collaborative nature of the technical production process use of industry-current equipment.
direct observation of a performance where the candidate oral or written questioning to assess knowledge of
is responsible for the operation of floor electrics
equipment types and features and safety issues case studies or problem solving exercises to assess the candidate's ability to respond to different operational situations and contexts review of portfolios of evidence and third party workplace reports of on-the job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (eg people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling). Assessment of this unit requires access to:
a venue that has the capacity for floor electrics operation floor electrics equipment and consumables cueing and other production documentation from which a production on which the candidate can work.
floor electrics are operated
CUS09 Music (Version 1.1) CUELGT05C Record and operate standard lighting cues
CUELGT05C
Unit Descriptor
Record and operate standard lighting cues

This unit describes the skills and knowledge required to operate a lighting console through plotting and modifying standard lighting cues and then operating them in performance. This unit assumes that the set up of the lighting console and the operation of the more complex cues, and working with advanced equipment, will be undertaken by more senior lighting personnel. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills. No sector assigned
ELEMENT 1. Record, modify and replay lighting cues.
Correctly identify the functions of controls on the console, including function of the unit displaying data and controls to produce text. Correctly undertake channel selection and intensity setting, identify on display unit and make appropriate modifications using all relevant controls. Accurately record cue number and fade/wait times identify on display unit and make appropriate modifications using all relevant controls. Play recorded cues in correct sequence and time using all relevant controls correctly, and identify on display unit. Create, modify and replay group and sub-groups in correct sequence and time using all relevant controls correctly and identify on display unit. Ensure that working area is clear, tidy, properly illuminated, and relevant written instructions are to hand. Check communications equipment and ensure that it is in working order. Power up dimmers, control desk and peripherals using safe working practices and check that operating environment is within manufacturer parameters. Test lighting instruments , accessories and other lighting elements to ensure all items are in correct working order. Test venue audience, decorative, safety, and working lighting to ensure all items are in correct working order. Identify problems with equipment promptly and take appropriate action, or refer to appropriate personnel as required.
2. Carry out procedures prior to plotting or operating lighting cues.
2.1 2.2 2.3 2.4 2.5 2.6
3. Plot and operate lighting cues.
3.1 3.2 3.3 3.4 3.5 3.6 3.7
Check instructions to verify practicality before plotting and repeat once plotted. Test line of sight needed for visual cues for feasibility during performance. Action cues without delay in accordance with directions and production requirements. Complete cue modifications in accordance with instruction and accurately update appropriate documentation. Establish suitable back-up lighting states in the event of the failure of those recorded. Store recorded lighting cues and other data electronically on device external to main lighting console. Identify and rectify problems safely and in accordance with venue procedures, or refer to appropriate personnel. Correctly identify the nature of faults and locate promptly. Assess the need for remedial action taking consideration of safety issues and the need for uninterrupted performance. Correctly follow manufacturer diagnostic and remedial procedures in accordance with organisational policy. Report fault to appropriate personnel if fault cannot be immediately rectified, providing all relevant information. Liaise with appropriate personnel to identify back-up alternatives if fault cannot be rectified before next production deadline. Correctly power down equipment or set to standby between performances as required. Store and/or cover control in accordance with organisational procedures. Make accurate changes to documentation and file in accordance with organisation procedures.
4. Carry out basic troubleshooting procedures.
4.1 4.2 4.3 4.4 4.5
5. Carry out post-performance procedures.
5.1 5.2 5.3
Required skills
communication skills to allow for effective collaboration with other technicians and numeracy skills sufficient to complete simple mathematical calculations and recall literacy skills sufficient to interpret production documentation.
designers
numbers for channel selection
Required knowledge
knowledge of general lighting terms, including how terms may vary between different knowledge of lighting control concepts used in various lighting systems industry terminology and protocols particularly in relation to the operation of lighting knowledge of the main types of lanterns, including profile, Fresnel, PC, flood, and PAR
systems or how different terms can refer to the same functions on different systems
lamps, their uses and operations (optical and mechanical) and accessories understanding of the basic elements of lighting design problem-solving techniques particularly in relation to lighting console operation documentation and back-up systems used in conjunction with lighting control colour recognition in display equipment.
Venue lights may include:
aisle lights blue light cleaners lights display/advertising lights general lights house lights orchestra lights panic lights task light work lights.
Lighting instruments must include: Lighting instruments may include:
theatre-based units.
special effects units digital moving lights.
Other lighting elements may include:
electrical/electronic props pracs special effects such as: chasers effects projectors fog machines haze machines mirrorballs and motors smoke machines strobes ultraviolet light. manual desks manual/memory desks. controlled lighting effects.
Control desks must include: Control desks may include: Control desk peripherals must include: Control desk peripherals may include:
desk lamps control cables.
backup units effects units monitors printers riggers controls. analogue dimmers multiplexed analogue dimmers multiplexed digital dimmers single unit (follow spot) dimmers, eg Model 1 or Monopak small self-contained dimmable controllers, eg. Fourpack, Quadpak. designer director head of department stage manager supervisor other specialist staff.
Dimmers may include:
Testing the control system must include ensuring that:
all dimmer channels are functioning properly all operational controls on the lighting board function all peripherals are functioning properly any riggers or designer controls are functioning properly there is a valid DMX line/signal.
properly

ability to accurately record and reproduce lighting cues to
instruction in a given timeframe knowledge of lighting terminology.

practical demonstration of skills through the use of a
lighting console on multiple occasions for multiple productions use of industry-current equipment.
direct observation of the candidate operating a lighting direct observation of the lighting effects produced by the oral or written questioning to assess knowledge of review of portfolios of evidence and third party workplace
console during production
candidate during a production
console features and functions
reports on on-the-job performance by the candidate.
Assessment methods should closely reflect workplace demands and the needs of particular groups (eg people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

a range of lighting equipment as identified in the Range a production and production venue.
Statement
It is strongly recommended that this unit be assessed with or after the following unit:
CUELGT09B Apply a general knowledge of lighting to
work activities.
This unit also has linkages to a range of other lighting units, and combined assessment and or training with those units may be appropriate.
CUS09 Music (Version 1.1) CUELGT07B Record and operate lighting using advanced techniques
CUELGT07B
Unit Descriptor
Record and operate lighting using advanced techniques

This unit describes the skills and knowledge required to connect the lighting system to advanced fixtures, and program the console accordingly. This unit involves a degree of experimentation with the possibilities presented by the advanced fixtures and therefore this unit may be undertaken in consultation with a lighting designer or by the designer as an integral part of the design process. This unit builds upon the units CUELGT05B Record and operate standard lighting cues and CUELGT06B Set up, record and operate lighting cues and effects. No sector assigned
Unit Sector
ELEMENT 1. Determine production requirements
Evaluate production documentation to establish creative and technical parameters Liaise with relevant colleague to determine scope of lighting requirement Assess the capabilities of equipment to deliver required effects and liaise accordingly Check console fixture library to ensure correct inventory exists and is operational Connect console to advanced fixtures through appropriate control protocol and check to ensure designer's control requirements can be achieved Use experimentation to test the capabilities of advanced fixtures Set up softpatch required for production to ensure advanced fixtures are connected to appropriate control surfaces Format presets for advanced fixtures in accordance with requirements of designer Accurately maintain electronic and paper plots in accordance with changes to original setup Assess protocol, program type and connectivity of external source material for compatibility with main console Complete appropriate back-ups of external source material prior to transfer to main console Make appropriate assessment of the need for any changes to source material to address venue system and correctly determine whether changes can be made on external device of main console Correctly set up main console and external device and use appropriate techniques to transfer material Make appropriate checks to ensure successful transfer and take action accordingly
2. Connect and format advanced fixtures to control system
2.1 2.2 2.3 2.4 2.5 2.6
3. Program console to receive pre-recorded material from an external source
3.1 3.2 3.3
3.4 3.5
KEY COMPETENCIES Key competencies are built into all workplace competencies. The following table describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = PerformLevel 2 = Administer and ManageLevel 3 = Design and Evaluate
Key Competency Example of Application Performance Level
Communicating ideas and information Collecting analysing and organising information Planning and organising activities Working with others and in teams Using mathematical ideas and techniques Solving problems Using technology
Evaluating production documentation Liaising with designer on possibilities ideas for effects Organising programming a wide range of effects Briefing technicians on effects Calculating dimensions Designing a response to a difficult to achieve' effect Experimenting with advanced fixtures
3 3 2 2 1 3 2
RANGE STATEMENT The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
Advanced fixtures must include:
colour scrollers automated lighting fixtures both motorised yoke and
moving mirror
Advanced fixtures may include:
LED colour change equipment WYSIWYG and computer programming rendering robotic and automated stage equipment digitally controlled projection equipment
programs
All work is carried out in accordance with:
relevant Australian standards, including electrical
standards in accordance with State/Territory regulations production and/or venue requirements organisation standards technical constraints other resource constraints production schedule organisational and legislative occupational health and safety requirements lighting plan and other documentation as appropriate
designer director stage manager other specialist staff programmers for advanced fixtures cue sheets script focus notes running sheets lighting plan patch sheets equipment lists colour lists manuals instructions for computerised lighting boards instructions for advanced fixtures
Material to be read and interpreted may include:
EVIDENCE GUIDE
Underpinning skills and knowledge
Assessment must include evidence of the following knowledge and skills:

the expressive qualities of lighting as it relates to the
nature of the work, the style of the production and the qualities of the performance design interpretation and issues associated with maintaining design integrity in the context of lighting visualising the effects of lighting on the stage techniques for translating concepts into creative and workable solutions lighting control concepts used and advanced fixtures used in a wide range of lighting systems a wide range of lanterns and accessories, their uses and operations (optical and mechanical) the elements of lighting design and their impact on the lighting technician problem solving techniques colour recognition and the various colour media used in lighting control protocols for a range of automated lighting fixtures documentation and back-up systems used in conjunction with lighting control relevant organisational and legislative occupational health and safety requirements, including working with electricity basic electronics (just 'electronics' is too broad to be in this unit) communication and negotiation skills particularly in relation to liaisons with designers and directors logical programming and sequencing for automated lighting literacy skills sufficient to interpret production documentation numeracy skills sufficient to complete simple mathematical calculations and memorise numbers for channel selection
Critical aspects of evidence

ability to accurately record and reproduce lighting cues to support for the lighting design process through creative
instruction in a given timeframe
use of the advanced fixtures by skilful and efficient operation of the console
Linkages to other units
This unit must be assessed with or after the following units which describe skills and knowledge essential to this unit:
CUELGT05B Record and operate standard lighting cues CUELGT06B Set up, record and operate lighting cues
and effects
Method and context of assessment

practical demonstration of skills to produce lighting effects
for three different productions, which require experimentation with different effects involvement of and interaction with a production and design team to reflect the collaborative nature of the process
evaluation of the lighting effects produced by the evaluation of reports produced by the candidate detailing evaluation of a presentation by the candidate detailing
candidate
the experimentation process to produce required effects processes used to produce various effects
oral or written questioning to assess technical knowledge review of portfolios of evidence and third party workplace
reports of on-the-job performance by the candidate
Assessment methods should closely reflect workplace demands and the needs of particular groups (eg people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Resource requirements

a range of lighting equipment as identified in the Range a production venue
Statement, including automated lighting
CUS09 Music (Version 1.1) CUELGT09B Apply a general knowledge of lighting to work activities
CUELGT09B
Unit Descriptor
Apply a general knowledge of lighting to work activities

This unit provides the foundation knowledge required to complete a range of general lighting-related tasks in a live venue environment. It includes the need for an understanding of the role of the lighting technician, overall lighting system layout and basic equipment recognition. Tasks would generally be completed under supervision. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills. No sector assigned
ELEMENT 1. Make preparations for lighting set up.
Extract key information from lighting plans and confirm requirements with supervisor. Correctly identify appropriate rigging and positioning points for lighting equipment. Correctly identify cables used to connect different lighting components. Correctly identify and sort equipment and accessories in preparation for set up, ensuring appropriate handling and taking account of equipment differences. Correctly use the lighting desk to bring up channels for focussing. Correctly and safely power up dimmers and set up patch location. Match light beam control accessories to lights and use in accordance with instructions. Correctly handle cables, including rolling/unrolling, storage and safe manual handling. Identify any problems with equipment promptly, take action within the scope of individual responsibility or report to supervisor. Communicate appropriately with other technicians, performers or customers during the completion of tasks.
2. Complete tasks using lighting equipment.
2.1 2.2 2.3 2.4 2.5 2.6
Required skills
requirements for storage of lighting equipment literacy skills sufficient to interpret lighting plans, understand use of scale, lighting numeracy skills sufficient to count and sort equipment and use numerical features of
symbols and notation conventions lighting desks.
Required knowledge
the general scope and potential of lighting operations within different live production the relationship between lighting operations and other technical and performance areas, typical roles and responsibilities of the lighting technicians in different context, including
contexts, eg theatre, music, corporate
including audio, vision systems and performance
career paths lighting system options in a range of venue types specialised terminology that applies to lighting operations general features of lanterns and accessories, dimmers and control systems overview of different types of automated lights and the special requirements of this type of technology, including rigging orientation, powering, requirement for data supply and fixture addressing overview of appropriate use of standard pump propelled glycol-based atmospheric (smoke) effects organisational and legislative occupational health and safety legislation in particular relation to lighting operations, eg electrical restrictions knowledge of colour recognition.
Use of lighting desk must include:
manual preset operation single scene submaster operation (a single set of channel submaster cue stacking and playback (a series of cues,
levels being stored in a fader for later use)
namely sets of channel levels and fade times, stored in sequence and recalled later) theatrical cue set up and playback. Use of dimmer and patch system layouts may include:
automated lighting requirements - direct power and data distributed dimming - dimmers located where required distributed patch - patch lines from a single dimmer
lines required (no dimmer)
location to destination lights dual systems - combination of the above two systems.
Conventional lights to be used must include:
floods and PARS and cyc lights fresnel and pebbled convex (PC) lanterns profile, ellipsoidal profile.
Light beam control accessories may include:
barn doors black wrap doughnuts and top hats gel types and gel frames gobos and gobo holders iris shutters spun.
Use of conventional lights must include:
awareness of how heat is dissipated by a lantern awareness of the different types of lamp bases correct bubble handling techniques finding out the correct replacement lamp and wattage of the lantern when incorrect orientation of a lamp may reduce filament and lantern life.

recognition of lighting equipment,, including key features
and purpose completion of lighting-related tasks in accordance with health and safety procedures. The assessment context must provide for:
a range of preparatory and set up tasks with industry-current lighting equipment project or work activities that allow knowledge to be applied to specific production contexts and situations.
direct observation of the candidate completing evaluation of equipment which has been set up by the
lighting-related tasks
candidate oral or written questioning to assess knowledge of equipment types review of portfolios of evidence or third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (eg people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

a range of lighting equipment as identified in the Range
Statement an environment in which lighting can be set up and operated lighting plan for interpretation.
This unit underpins and has linkages to general technical units and all other lighting units and combined assessment and/or training with those units may be appropriate, eg:
CUFSAF01B Follow health, safety and security CUETGE11B Handle physical elements safely during
procedures
bump in/bump out.
CUS09 Music (Version 1.1) CUEPRP03B Apply a general knowledge of props construction
CUEPRP03B
Unit Descriptor
Apply a general knowledge of props construction

This unit describes the foundation skills and knowledge required to use a range of techniques, materials and equipment for the construction of props. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People assisting with props and set dressing in the screen, media and entertainment industries apply the skills and knowledge outlined in this unit. At this level their work would be closely supervised. The role includes the need for an understanding of basic techniques for constructing props and the ability to use hand and power tools. This unit underpins and has strong links to other props construction units and combined assessment and/or training with those units is recommended.
Unit Sector
Visual communication props
ELEMENT 1. Select equipment and materials in preparation for construction
PERFORMANCE CRITERIA Liaise with supervisor to determine the nature of props to Correctly identify and select appropriate materials for prop
be constructed
constructionin accordance with instructions and the intended use for the prop Calculate correct quantities of materials required and minimise waste where possible Select appropriate equipment and tools in accordance with materials being used and type of prop construction required
2. Use props construction techniques
Correctly use techniques to construct props, including the
safe use of adhesives Complete the prop construction process in a logical manner Follow appropriate safety procedures throughout the prop construction process in accordance with organisational and legislative requirements Work cooperatively with other team members to ensure efficiency and quality in the set construction process Identify any problems with the prop construction process promptly and take appropriate action within scope of individual responsibility
Required skills
literacy skills sufficient to interpret props documentation and read product labels numeracy skills sufficient to calculate quantities of materials and take basic
measurements
Required knowledge
the scope of props items that may be constructed and the factors that impact on whether the properties and applications of materials commonly used for prop construction, the properties and applications of contact adhesives commonly used for props types of tools commonly used for props construction safety and environmental issues associated with the use of tools, materials and techniques for the manipulation of materials commonly used in prop construction the links between the intended use of a prop and the selection of materials and
to construct or acquire by other means
including paper, latex, foam, canvas and leather construction adhesives
construction method
Props requiring construction may include a vast range of items but props construction at this level would generally involve the use of: Equipment and tools for prop construction may include:
adhesives (e.g. PVA glue, liquid nails) canvas foam latex leather paper hand tools power tools scissors/cutters sewing machines adherence to product instruction ensuring adequate ventilation warning colleagues about use of specific chemicals wearing of protective clothing
Safety procedures associated with the use of props construction materials may include:
Typical problems that may occur in props construction may include:
difficulty in achieving sufficient adhesion need to change combinations of materials

ability to use techniques materials and equipment safely knowledge of the properties and applications of different
for the construction of props
materials, tools, equipment for different types of props.

practical demonstration of skills through the use of
techniques, materials and equipment to construct a prop.
direct observation of the candidate using particular evaluation of items constructed by the candidate in terms oral or written questioning to assess knowledge of review of portfolios of evidence and third party workplace
techniques, tools and equipment of quality of finish
materials and safety issues
This unit requires access to:

materials, tools and equipment commonly used for props a workspace in which props can be constructed safely.
construction
CUS09 Music (Version 1.1) CUESCE05B Apply a general knowledge of scenic art
CUESCE05B
Unit Descriptor
Apply a general knowledge of scenic art

This unit describes the foundation skills and knowledge required to use a range of techniques, materials and equipment for the production of scenic art. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People assisting with creating scenic art in the screen, media and entertainment industries apply the skills and knowledge outlined in this unit. At this level their work would be closely supervised. The role includes the need for an understanding of basic techniques for producing scenic art. This unit underpins all other scenic art units and also has linkages to units within the Visual Arts Craft and Design Training Package. Combined assessment and/or training with those units would be appropriate.
Unit Sector
Visual communication scenic art
ELEMENT 1. Make preparations for scenic art production
PERFORMANCE CRITERIA Liaise with supervisor to determine the nature of scenic Correctly identify and select appropriate materials for
art to be created
scenic art production in accordance with instructions and the intended use for the piece Calculate correct quantities of materials required and minimise waste where possible Select appropriate equipment and tools in accordance with materials being used and type of scenic art
Correctly and safely use techniques for the production of Complete production processes in a logical manner Follow appropriate safety procedures throughout the
2. Complete tasks using scenic art tools, equipment and materials
scenic art
process in accordance with organisational and legislative requirements Work cooperatively with other team members to ensure efficiency and quality in the production process Identify any problems with processes promptly and take appropriate action within the scope of individual responsibility
Required skills
literacy skills sufficient to interpret production documentation and read product labels numeracy skills sufficient to calculate quantities of materials and take basic
measurements
Required knowledge
the general scope of scenic art items that may be required for different types of general understanding of the scenic art design process and how it relates to other the role of scenic art in theatre, film, TV and other contexts, e.g. corporate general understanding of the range of equipment and techniques used in scenic art general knowledge of the range of materials used in scenic art, including paints and overview of basic colour theory safety and environmental issues and legislation associated with the production of scenic
production
production aspects
cloths and their major properties and applications art
Scenic art may include:
back drops construction of scenic art cloths cycloramas drops flats flooring and floor cladding flown pieces large props, e.g. furniture preparation and priming of materials rakes rostra scaffolding soft drapes stairs treads use of basic painting techniques
Materials may include:
adhesives dyes fire retardant primer solvent-based paints stains texture mediums water-based paints brushes charcoal sticks cutting boards and tables dyeing facilities glue guns graining combs hammers hopper gun rollers scissors and cutters sponges spray guns stamps tacks tools, e.g. wire cutters, hammers, pliers

ability to safely use scenic art techniques, materials and knowledge of the properties and applications of different
equipment
materials, tools and equipment used in scenic art production.

practical demonstration of skills through the use of
techniques, materials and equipment to contribute to scenic art production.
direct observation of the candidate using particular review of items prepared by the candidate in terms of
techniques, tools and equipment
quality of finish/readiness for painting oral or written questioning to assess knowledge of materials and safety issues review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.

materials, tools and equipment commonly used in scenic a work space in which scenic art can be produced.
art production
CUS09 Music (Version 1.1) CUESET05C Apply set construction techniques
CUESET05C
Unit Descriptor
Apply set construction techniques

This unit describes the skills and knowledge to apply basic carpentry skills to the construction of sets within any production in the cultural industries. As such it focuses on the particular A person working under supervision would generally undertake this role. Skills working with hand and power tools would be required to complete this unit. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills. (MEM18001C Use hand tools CPCCCM1005A Carry out measurements and calculations)
People assisting with the construction of sets in the screen, media and entertainment industries apply the skills and knowledge outlined in this unit. In this role they use hand and power tools, and a range of materials and techniques, to create simple set elements such as flats and treads. At this level their work would be closely supervised.
Visual communication sets
Unit Sector
ELEMENT 1. Select equipment and materials for set construction
Liaise with supervisor to determine the nature of set construction requirements Correctly identify and select appropriate materials for set construction in accordance with supervisor's instructions Calculate correct quantities of materials required and minimise waste where possible Select appropriate equipment and tools in accordance with materials being used and type of set construction required Correctly use techniques to construct set elements Complete the set construction process in a logical manner Follow appropriate safety procedures throughout the set construction process in accordance with organisational and legislative requirements Work cooperatively with other team members to ensure efficiency and quality in the set construction process Identify any problems with the set construction process promptly and take appropriate action within the scope of individual responsibility
2. Use set construction techniques
2.1 2.2 2.3 2.4 2.5
Required skills
literacy skills sufficient to interpret safety instructions numeracy skills sufficient to calculate quantities and take measurements
Required knowledge
terminology used in set construction, including types of scenery, joints and fixing stage geography terminology particular types of materials used for set construction, rationale for selection of these particular techniques used in set construction and rationale, including common types of safety issues associated with the construction of sets, including various fireproofing format and meaning of technical drawings used to inform set construction organisational and legislative occupational health and safety requirements, in particular
systems
materials and their properties, applications and durability joints and assembly techniques
techniques for different materials
with regard to safe manual handling techniques and working with hazardous substances
Set construction techniques at this level would generally involve construction of the following:
braces doors built into a flat flats flown pieces treads windows built into a flat adhesives craftwood, Masonite, plywood fabric fasteners fibreglass, canvas and other fabrics metal products, e.g.: bars, tubes, sheets, moulded or cast metal paper particle board plastics, e.g.: moulded sheet timber timber products
Set materials may include:
Appropriate techniques may include:
fastening gluing joining metalworking, e.g.: welding, cutting timber construction techniques, e.g. cutting
Occupational and public health and safety legislative requirements may include:
Commonwealth, State and Territory occupational health relevant local government legislation and regulation relevant national and international standards, guidelines
and safety regulations
and codes of practice, e.g. the Building Code of Australia

understanding of the properties, applications and
durability of different types of materials that can be used to make set elements correct and safe use of techniques to construct simple set elements. The assessment context must provide for:
practical demonstration of skills through construction of completion of set construction tasks within realistic
set elements on more than one occasion workplace timeframes.
direct observation of the candidate using techniques to evaluation of items constructed by the candidate in terms
construct set elements
of quality finishing and appropriate structural soundness oral or written questioning to assess knowledge of set construction and stage geography terminology portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

materials, tools and equipment required to construct
simple set elements a workspace in which construction can take place.
CUS09 Music (Version 1.1) CUESMT06C Plot technical requirements from scores
CUESMT06C
Unit Descriptor
Plot technical requirements from scores

This unit describes skills and knowledge required to interpret a musical score in conjunction with a musical specialist to determine and deliver technical elements of live productions/events. This unit does not cover skills associated with reading music but requires a broad understanding of notations on a score. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
The role outlined in this unit applies to any stage management or technical personnel involved in delivering a live production/event. Scores may be followed to deliver any number of technical elements of a production/event. Training should be tailored to the specific context. This unit has linkages to other technical units and stage management units and combined training and/or assessment with those units may be appropriate, e.g.:
CUESMT09B Plot and rehearse cues CUESMT08B Call the production/event.
Unit Sector
Media and entertainment production stage management
ELEMENT 1. Interpret the score
Read and correctly interpret the score to identify technical requirements Confirm interpretation with the conductor and/or director and take appropriate direction on changes required Make accurate notations on the score according to all information received Accurately prepare technical references in accordance with the musical and literary text and in a format which meets organisational requirements Accurately plot technical elements, including appropriate technical notations Clearly and accurately note any cues which relate to musical performance Make necessary changes to ensure currency of documentation Finalise documentation and incorporate with otherrelevantproduction documentation
2. Prepare technical references from the score
2.1 2.2 2.3 2.4 2.5
3. Use the score to deliver the production/event
3.1 3.2 3.3 3.4
Follow the score and/or technical reference and constantly monitor the musical activity Take accurate and timely action to deliver technical elements in accordance with the score and technical reference React to changed production/event circumstances and follow musical activity and direction from relevant personnel File the score and any technical reference created from it for future use in accordance with organisational requirements
Required skills
literacy skills sufficient to interpret production documentation
Required knowledge
broad understanding of musical score notations notations which can be used to map technical elements to create an accurate technical
reference broad understanding of musical form and tempo broad understanding of musical performance, both vocal and instrumental broad understanding of musical elements of the production/event particular knowledge of the technical area of responsibility, e.g. staging, stage management, lighting, sound, audiovisual
Scores may be for:
a ballet a musical an opera dance incidental music for a play
Scores may be:
full orchestral lighting cues piano/vocal
Technical requirements may relate to:
any element of a technical design any element of a technical plot audiovisual cues prompts sound cues stage management cues staging element cues
Technical reference material may be:
incorporated with prompt reference material, cue sheet, notated production running schedule
running sheet, production schedule, script
Technical references may include:
map of major musical, dramatic and technical events notations for blocking of movement of performers and set
elements production schedule prompt reference material running sheet stage management cue sheet technical cue sheets such as lighting, audiovisual, sound
Technical notation may include:
graphic notation notations for blocking movement of any technical or set plans for improvisation traditional notation
elements
Other relevant production documents with which the prompt reference may be incorporated may be:
cue sheet production schedule running sheet script text

correct interpretation of notations on a score correct interpretation of musical and technical ability to create an accurate and clear technical reference close monitoring of the performance/production and
requirements of the production/event from a score
ability to deliver the technical elements in conjunction with the musical performance.

practical demonstration of skills through the creation and
use of technical references from a score for at least two different productions, i.e. use during an actual performance interaction with and involvement of a production team development of a technical reference within commercially-realistic time constraints. Because this unit can cover a broad range of industry contexts, assessment should be tailored to address the particular technical area or job role.
evaluation of a performance for which the candidate is review of technical reference materials prepared by the project activity to allow the candidate to create and written or oral questioning to test knowledge of musical review of portfolios of evidence and third party workplace
responsible for the technical references candidate using a score
update a technical reference using a score
and technical requirements of the production/event
reports of on-the job performance by the candidate.

musical scores a production a production venue.
CUS09 Music (Version 1.1) CUESOU01C Repair and maintain audio equipment
CUESOU01C
Unit Descriptor
Repair and maintain audio equipment

This unit describes the skills and knowledge required to perform regular basic maintenance and simple repairs on audio equipment. It does not require the use of specific electrical or electronic knowledge and skills. In some States and Territories of Australia, a restricted electrical licence is required to repair and maintain production equipment. Restricted electrical licences allow a person to carry out electrical work incidental to a trade. Incidental work may include fault-finding on equipment or changing like for like equipment by disconnecting and reconnecting the fixed wiring. It does not include any other changes to the fixed wiring. Testing and tagging of electrical equipment must be carried out by a person with the relevant certificate of competency in accordance with the performance specifications of: Australian Standard 3760: 200 In-service safety inspection and testing of electrical equipment Australian Standard 3002: 1985 Electrical installations shows and carnivals This unit contains employability skills.
Technicians working with equipment in the screen, media and entertainment industries typically apply the skills and knowledge described in this unit. Under the supervision of senior technical staff, they are responsible for basic repairs and maintenance of equipment and facilities needed for a wide range of productions. Complex repairs requiring specific mechanical, electrical or electronic skills are referred to specialist service technicians, e.g. major electrical repairs are carried out by licensed electricians. This unit has linkages to a range of other audio units, and combined assessment and/or training with those units may be appropriate. It is strongly recommended that this unit be assessed with or after the following units:
CUESOU07B Apply a general knowledge of audio to work
activities CUSOHS301A Follow occupational health and safety procedures.

Unit Sector Media and entertainment production audio/sound
ELEMENT 1. Repair sound equipment
Diagnose and isolate faults in equipment using standard fault detection procedures Label faulty equipment in accordance with organisational procedures Conduct minor repairs and/or refer major repairs to the relevant personnel for action Repair and replace cables and connectors as necessary Document the causes of faults and repairs conducted or refer to appropriate personnel, in accordance with required procedures Inspect, service, clean and store equipment as required in accordance with organisational procedures Maintain, check, clean and store cables and accessories in accordance with organisational procedures Check that spares and consumables are in working order, and replace as required Conduct equipment safety checks as and when required in accordance with occupational health and safety guidelines Maintain equipment to ensure that it is ready for use when required Complete accurate maintenance and repair records as required
2. Maintain sound equipment 2.1 2.2 2.3 2.4 2.5 2.6
Required skills
literacy skills sufficient to interpret service documentation and manuals
Required knowledge typical maintenance needs and schedules for a range of audio equipment cleaning agents, equipment and techniques for the major types of audio equipment techniques and processes for detecting faults in major types of audio equipment common faults and associated repair procedures for the range of equipment in use spare parts and sub-assemblies used in audio equipment repair and maintenance the effects of bad ventilation on equipment the meaning and use of electrical measurements, including voltage, current resistance, power insulation and circuit continuity legal and licensing issues that impact on the repair and maintenance of audio equipment, including the role of the restricted electrical licence and the limitations on the type of work that can be undertaken without a licence specific occupational health and safety issues in relation to the repair and maintenance of audio equipment.

Audio equipment may include:
amplifiers CD player computer DAT DVD effects rack hard disc recorder headphones microphone mini disc mixing desk radio microphones reel-to-reel sequencer/sampler speakers talkback communication headsets tape machines turntables
Minor repairs may include:
making up leads replacing faders replacing fuses replacing or tagging items which do not require specific electronic or electrical skills replacing parts of microphones and stands replacing the range of connectors used in sound

colleagues from other specialist areas external suppliers production team supervisors/managers other technicians
Spares and consumables may include:
batteries diskettes fuses head cleaner pegs/screws recording media soldering iron and solder splicing materials springs styluses tapes test tapes testing equipment volt meter alignment/adjustment of playback/recording equipment checking continuity of cables cleaning and dusting equipment cleaning heads on recorders/playback units cleaning microphones and replacing inserts cleaning recording playback medium correct storage of equipment making back-up copies of recordings replacing batteries
Maintenance includes any periodic work undertaken to restore equipment to optimum working condition. Maintenance of equipment may include:

ability to correctly use repair and maintenance techniques
on multiple pieces of audio equipment correct selection and use of tools application of logical fault detection procedures correct interpretation of service and technical manuals knowledge of the technical features of major types of audio equipment knowledge of occupational health and safety issues which impact on the repair and maintenance of audio equipment.

practical demonstration of skills within an environment
which has a range of operational and industry-current audio equipment on which the candidate can work completion of fault detection, repair and maintenance tasks within typical workplace time constraints.
direct observation of the candidate completing inspection of equipment repaired or maintained by the review of maintenance schedules and repair reports written or oral questioning to test knowledge of audio
maintenance and repair tasks candidate
prepared by the candidate
equipment and occupational health and safety issues and regulations review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

a range of industry-current audio equipment as identified a venue where maintenance and repairs can be the tools required to complete repair and maintenance
in the Range Statement completed tasks.
CUS09 Music (Version 1.1) CUESOU03C Operate professional audio equipment
CUESOU03C
Unit Descriptor
Operate professional audio equipment

This unit describes the skills and knowledge to operate audio equipment during any type of live performance/presentation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People working as sound technicians apply the skills and knowledge described in this unit. They are responsible for interpreting audio production requirements and participating in technical run-throughs prior to operating professional audio equipment during a live performance or event. The work often involves long or irregular hours and can be physically demanding. The ability to work cooperatively as part of a production team is essential. It is strongly recommended that this unit be assessed with or after the following unit:
activities.
This unit also has linkages to a range of other audio units and combined assessment and/or training with those units may be appropriate, e.g.:
CUSSOU303A Set up and disassemble audio equipment CUESOU04C Mix live audio. Unit Sector Media and entertainment production audio/sound
ELEMENT 1. Participate in technical or creative run-through
Liaise with relevant personnel and accurately interpret documentation to determine audio requirements Position and prepare equipment in accordance with requirements Plot and run through cues on direction from relevant colleagues and in accordance with equipment, sequencing, timing and speed requirements Implement appropriate changes to audio operation and document in accordance with organisational procedures Communicate appropriate technical information to performers/presenters Power up equipment at the appropriate time and check to ensure correct functioning Complete audio check and implement and document any adjustments in accordance with organisational procedures Promptly identify, rectify and/or refer any equipment faults/problems to the relevant personnelas required
2. Prepare for audio operation
2.1 2.2 2.3
3. Operate audio equipment
3.1 3.2
3.3 3.4 3.5 3.6 3.7 3.8
Execute all audio cues in accordance with the running sheet, directions from colleagues and performance requirements Promptly identify the need for change during the performance and modify cues as required to cater for unexpected events and to minimise negative impact on the performance Operate console to produce the required technical level and tonal balances Adjust equalisation for required tonal balance Balance signal levels appropriately Maintain overall audio level within the requirements of the venue Play back audio effects at the required level through the appropriate speakers Monitor equipment for correct operation throughout the performance and identify and action any problems appropriately Safely power down equipment at the appropriate time in accordance with manufacturer instructions and organisational procedures Identify and complete necessary equipment adjustments, including maintenance and re-setting where appropriate in preparation for the next performance Make accurate changes to documentation and process in accordance with organisational procedures
4. Complete post-performance procedures
4.1 4.2 4.3
Required skills
numeracy skills sufficient to complete required calculations for audio operation literacy skills sufficient to interpret audio production documentation and make
modifications to documentation
Required knowledge
features, formats and meaning of audio production documentation and plans, including features and operating procedures of audio mixing consoles, amplifiers, speakers and
cue sheets and audio plans
equalisers knowledge of varied characteristics of sound in a range of environments use of sound shaping effects knowledge of types of signal distortions that occur in amplifiers techniques for amplifying music to suit varying live environment conditions typical faults and problems that may occur in a live audio environment and ways of addressing these relevant organisational and legislative occupational health and safety requirements, in particular in relation to working with electricity and safe noise levels
designer director stage manager other technical staff audio plots design, director's and sound specifications manufacturer specifications occupational health and safety requirements organisation standards performers' requirements production and venue requirements production schedule stage plans text requirement amplifiers audio input sources equaliser mixing console speakers DAT machine DVD mini disc sequencer/sampler tape machines turntables
Audio equipment to be operated must include:
Audio equipment to be operated may include:

correct and safe operation of professional audio knowledge of relevant audio equipment and operating effective communication with colleagues during the
equipment to meet production requirements procedures production.

practical demonstration of skills through the operation of involvement of and interaction with a production team to use of industry-current equipment.
audio for more than one live production
reflect the collaborative nature of the process
evaluation of the audio aspects of a production for which
the candidate is responsible direct observation of the candidate operating audio equipment during a production oral or written questioning to assess knowledge of equipment and operating procedures review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

a range of audio equipment and material as identified in venue location for the staging of a production/event.
the Range Statement
CUS09 Music (Version 1.1) CUESOU04C Mix live audio
CUESOU04C
Unit Descriptor
Mix live audio

This unit describes the skills and knowledge required to mix audio for live performance. As such it builds on other units dealing with the set-up and operation of audio equipment. Skills in mixing audio are developed over an extended period. This unit defines a minimum standard for the mixing of live audio. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People working as sound technicians apply the skills and knowledge described in this unit. Typically they are responsible for the front-of-house mix which involves creating quality sound for an audience. The skills and knowledge associated with managing the foldback mix for performers on stage are covered in:
CUESOU11B Set up and operate stage monitor systems.
The work often involves long or irregular hours and can be physically demanding. The ability to work cooperatively as part of a production team is essential. It is strongly recommended that this unit be assessed with or after the following units:
CUESOU07B Apply a general knowledge of audio to work CUESOU10B Operate wireless audio equipment CUSSOU303A Set up and disassemble audio equipment CUESOU03C Operate professional audio equipment.
activities
This unit also has linkages to other audio units and combined assessment and/or training with those units may be appropriate, e.g.:
CUESOU11B Set up and operate stage monitor systems. Unit Sector Media and entertainment production audio/sound
ELEMENT 1. Tune and balance audio equipment
PERFORMANCE CRITERIA Power up equipment and check to ensure it is in working Match interfaces between audio and destination in
order
Route signals to correct signal path Operate faders to produce an audio level in accordance Operate audio controls in accordance with acoustic and
accordance with level, impedance, phase and frequency with production requirements dynamic requirements
Promptly identify faults and problems and take appropriate Complete audio check, implement any required
action to rectify or report to relevant personnel
adjustments and document accurately in accordance with organisational requirements
2. Mix audio sources
Mix audio to produce the required audio level and tonal
balance in accordance with production requirements Monitor signal paths throughout the performance Select effects in accordance with production requirements Adjust equalisation for required tonal balance Adjust relative fader levels in accordance with the musical context Balance signal levels appropriately Produce transitions between sound signals that are technically accurate and produce the required effect Ensure that the level of the composite signal is within technical limits and the desired dynamic range Maintain overall audio level in accordance with venue requirements and safe noise levels
Required skills communicating skills sufficient to liaise with other stage technicians planning and organising skills to manage and monitor the mix during performance numeracy skills sufficient to set gain structure problems solving skills in the context of identifying and responding to need for adjustments to mix during performance technology skills to operate a mixing console

Required knowledge
console types and features, both small and large FOH consoles, analogue and digital, matrix and main outputs of consoles and their use typical mixing requirements for different types of performance, e.g. theatre, music techniques for adding sub-mixers and properly patching into system overview of VCA masters, and use of them overview of working with automation, and working with snapshot automation and cue overview of the use SMPTE and/or MIDI to fire cues and automation dynamic automation factors sufficient to understand processing limitations and interface overview of contemporary audio effectors and DSP effects overview of signal processing options and their applications, including use of signal
and their mixing capabilities concert
delivery
required for timed (dynamic) automation and crossfades
processing as a tool for troubleshooting and creative uses for effects and signal processing
Equipment operated to mix audio must include:
a range of microphones amplifier equaliser loudspeakers mixing consoles signal processor (effects units) designer director performers stage manager other technical staff
Effects may include:
compression distortion echo gates limiters pitch band reverberation

ability to use the range of console features to mix audio knowledge of specific techniques for mixing audio in
which meets the requirements of a production different environments.

practical demonstration of skills through the mixing of involvement of and interaction with a production team to use of industry-current equipment.
audio for more that one live performance/production
reflect the collaborative nature of the production process
evaluation of the mix at a live event where the candidate case studies to assess ability to adapt mix to different oral or written questioning to assess knowledge of mixing review of portfolios of evidence and third party workplace
is responsible for mixing audio production environments
techniques and equipment features

industry-current audio mixing consoles venue in which audio can be mixed for a live event.
CUS09 Music (Version 1.1) CUESOU07B Apply a general knowledge of audio to work activities
CUESOU07B
Unit Descriptor
Apply a general knowledge of audio to work activities

This unit describes the foundation skills and knowledge required to complete a range of general audio-related tasks in a live venue environment. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People assisting with audio operations in the screen, media and entertainment industries apply the skills and knowledge outlined in this unit. They are working under the direct supervision of an experienced sound technician. The role includes the need for an understanding of the role of sound technicians, the process for setting up audio equipment and the functions of a range of sound equipment. Equipment operation is at a routine level. This unit underpins and has linkages to general technical units and all other audio units, and combined training and assessment with those units may be appropriate, e.g.:
CUSOHS301A Follow occupational health and safety CUETGE15B Handle physical elements safely during bump
procedures
in/bump out.
Unit Sector
Media and entertainment production audio/sound
ELEMENT 1. Make preparations for audio set-up
Extract key information from audio installation plans and confirm requirements with supervisor Correctly identify preferred rigging and positioning points for audio equipment Correctly identify cables used to connect different audio components Correctly identify and sort equipment and accessories in preparation for set-up, ensuring appropriate handling and taking account of equipment differences
2. Complete tasks using audio equipment
2.1
2.2 2.3 2.4 2.5 2.6
Correctly connect, disconnect and position audio system cables, including microphone, speaker, multicore and power feeds, in accordance with supervisor's instructions and safety requirements Wire the audio system in correct sequence and confirm with supervisor Set start up and operating settings in correct sequence and correctly use features of audio desk in accordance with instructions Identify any problems with equipment promptly, take action within scope of individual responsibility or report to supervisor Use positioning and equalising techniques to create optimum sound quality Communicate appropriately with other technicians, performers or customers during the completion of tasks
Required skills
literacy skills sufficient to extract key information from audio installation plans numeracy skills sufficient to sort and count equipment
Required knowledge
the general scope and potential of audio operations within different live production the relationship between audio operations and other technical and performance areas, typical roles and responsibilities of audio technicians in different contexts, including
contexts, e.g. theatre, music, corporate
including lighting, vision systems and performance
different career paths fundamentals of sound in a circuit, including understanding that microphone level is 40 to -60dB line level features and meaning of a typical sound system signal flow chart, including signal chains, gain structure and levels decibel levels and basic sound pressure level measurement, including that frequency is measured in Hertz, understanding the differences between 100Hz and 1kHz understanding of phase, including phase cancellation, and that at 180 degree phase difference signals do cancel each other out common terminology used in relation to audio occupational health and safety requirements and legislation that relate to audio personnel, in particular with regard to working safely with electricity requirements for the storage of audio equipment key features, purpose and basic operating procedures of major types of audio equipment, including different types of loudspeakers, audio mixing consoles, signal processing equipment, input source equipment and common accessories different types of cable, their usage in different situations and how to care for them, including: microphone cables; how to run safely and neatly and where to store excess speaker cables; how to run safely and neatly and avoid lighting components multicore cables, how to run safely and neatly and where to store excess power cables, how to run safely and neatly and where to store excess
Equipment must include:
audio mixing consoles input source equipment loudspeakers
Accessories used in live audio may include:
active splits analysis software continuity and phase testers DI boxes insolation transformers spectrum analysers SPL meters white or pink noise generators
Equipment differences for loudspeakers may include: Equipment differences for audio mixing consoles may include: Equipment differences for input source equipment may include:
features of high frequency compression driver types size of paper cone loudspeakers
how front of house consoles differ from stage monitor
consoles, particularly the difference between pre and post fade auxiliary sends
devices in the main signal chain, e.g. equalisers, CD, devices inserted over individual channels, such as noise
cassette, mini disk
gates, limiters, compressors, preamps
Correct start up sequence and operating settings for an audio system would include:
ensuring all amplifier volume controls are down (at ensuring all output faders on console are down (at
minimum settings)
minimum settings or muted) powering up all front-of-house equipment first powering up amplifiers last winding up amplifier volumes after all equipment is powered up
connection of adequate mains to all components and patching to create a complete signal chain from input to safe and neat positioning of cables and multicore
Correct sequencing of wiring would include:
understanding of power isolation output
Sound equipment may include:
amplifiers to suit the system analogue FOH mixing desk of at least 24:8:2 format CD player computer DAT effects rack hard disc recorder microphones of different pickup patterns and types mini disc signal processing equipment speakers as part of the system stereo 3-way PA system for audiences of different sizes

recognition of sound equipment, including key features understanding of signal flow through the audio chain completion of audio-related tasks in accordance with
and purpose
health and safety procedures.

a range of preparatory and set-up tasks with industry-current audio equipment project or work activities that allow knowledge to be applied to specific production contexts and situations.
direct observation of the candidate completing evaluation of equipment which has been set-up by the
audio-related tasks
candidate oral or written questioning to assess knowledge of equipment and audio theory review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

a range of sound equipment as identified in the Range
Statement a sound system an environment in which an audio system can be run.
CUS09 Music (Version 1.1) CUESOU08B Select and manage microphone and other audio input sources
CUESOU08B
Unit Descriptor
Select and manage microphone and other audio input sources

This unit describes the skills and knowledge required to select and manage audio input sources and the audio signals these devices create. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People working as sound technicians apply the skills and knowledge described in this unit. They are working at a senior level since they are responsible for creating and implementing complex microphone plots. As such it requires a detailed knowledge of microphone and input source technology. The work often involves long or irregular hours and can be physically demanding. The ability to work cooperatively as part of a production team is essential. It is strongly recommended that this unit be assessed with or after the following unit:
activities.
This unit also has linkages to other audio units and combined assessment/training with those units may be appropriate, e.g.:
CUSSOU303A Set up and disassemble audio equipment CUESOU04C Mix live audio. Unit Sector Media and entertainment production audio/sound
ELEMENT 1. Select microphones and other input sources according to application
Analyse performance outline and liaise with relevant colleagues to determine audio requirements Assess the venue/location to determine input source options based on acoustic analysis and any physical limitations Assess the acoustic source of the audio to identify the preferred microphone placement Identify and select the most appropriate microphone options , including consideration of microphones for specific purposes Electrically connect and mechanically set microphones in a desired location using safe work practices Position microphone appropriately to achieve required gain Implement appropriate equalisation options and introduce relevant effects equipment to increase gain before feedback
2. Maximise gain on stage
2.1 2.2 2.3
3. Manage inputs
3.1 3.2 3.3 3.4
Prepare and implement an appropriate microphone plot Patch microphone signals to the audio mixing desk, including multiple signals where required Prepare and maintain an input signal failure plan Test input sources, identify any problems promptly and take action to rectify as appropriate
Required skills
current trends in microphone development and the availability of products terminology associated with input source management
Required knowledge
detailed knowledge of different types of microphone and their applications, including
different audio pick-up patterns, microphone behaviour in different environments, acoustic consequences of signal phase problems, the use of phantom power microphone requirements for different types of environment, including live sound, studio recording and live broadcast techniques for preparation of a microphone plot, including key elements and relevant issues for consideration techniques for preparation of an input signal failure plan, including key elements and issues for consideration techniques for management of diverse input signal types, including limitations
Acoustic sources may include:
acoustic instruments electric instruments the voice for dramatic dialogue the voice for lectures and meetings the voice for music
Microphone options may include: Microphones for specific purposes may include:
condenser dynamic lectern specific instruments, e.g. piano, electric guitar stage dialogue
Equalisation options and effects equipment to achieve maximum gain before feedback may include:
feedback eliminator style device one third octave equaliser parametric equaliser

in-depth knowledge of microphone technology and ability to select, set-up and test a microphone plot.
product options sufficient to complete a complex set-up

practical demonstration of skills through the selection and
set-up of a complex microphone plot for more than one production/event involvement of and interaction with a production/performance team use of industry-current equipment.
evaluation of the audio aspects of an event where the
candidate has been responsible for microphone selection and set-up evaluation of a microphone plot prepared for a specific purpose by the candidate oral or written questioning to assess knowledge of microphone technology review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

a range of industry-current microphones of different types other audio equipment such as mixing console venue/location for staging of production/event.
CUS09 Music (Version 1.1) CUESOU09B Manage and compile audio replay material
CUESOU09B
Unit Descriptor
Manage and compile audio replay material

This unit describes the skills and knowledge required to compile sound effects and replay material from diverse sources and to replay those effects on cue in a live performance situation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People working as sound technicians apply the skills and knowledge described in this unit. Typically they are responsible for assembling the range of sound effects required during a live performance and ensuring that these are replayed in the correct sequence and required level during performances. The work often involves long or irregular hours and can be physically demanding. The ability to work cooperatively as part of a production team is essential. It is strongly recommended that this unit be assessed with or after the following unit:
activities.
This unit has linkages to a range of other audio units, and combined assessment and/or training with those units may be appropriate.
ELEMENT 1. Assess source materials
Liaise with relevant colleagues to determine production needs for replay materials Identify sources of materials and ascertain availability Prepare an accurate record of material noting source, content and duration required Establish any copyright restrictions on source materials and seek clearance for use as required Collect and collate pre-recorded materials and check correct versions and duration Liaise with relevant colleagues to determine the most appropriate replay mechanism or platform Ascertain hardware and software availability for duplication and recording
2. Assemble source materials
2.1 2.2 2.3
3. Duplicate and record materials
3.1 3.2 3.3 3.4 3.5
Correctly record voice using a range of devices Correctly prepare an Edit Decision List (EDL) Use appropriate techniques and equipment to record sources at different source levels Use correct techniques and equipment to complete editing of tracks or cues Make back-up materials using equipment correctly Check final source material against show log Correctly prepare replay equipment, sound levels and back-up hardware Confirm cues with relevant colleagues Play materials on cue
4. Test and play materials on 4.1 cue 4.2 4.3 4.4
Required skills literacy skills sufficient to interpret cue documentation and source materials Required knowledge optimum recording levels for a range of devices operating techniques for different recording devices, both digital and analogue operating techniques for a range of audio equipment to complete a signal chain safety issues associated with recording material copyright, moral rights and intellectual property issues and legislation that impacts on the recording and replay of material techniques for creation and adaptation of cue sheets
Replay requirements may include:
multi-tracking music sound effects voice overs cassette CD live effects musical instruments radio and TV broadcasts voice
Replay mechanisms or platforms may include:
cassette decks CD player DAT machine hard disk recorder mini disk player PC reel-to-reel machines

ability to correctly use equipment to record and edit
source materials for use as audio effects in a live production knowledge of recording and replay devices. The assessment context must provide for:
practical demonstration of skills through the recording and use of industry-current equipment.
editing of sound effects for use in a live production
evaluation of audio materials compiled/edited by the oral or written questioning to assess knowledge of review of portfolios of evidence and third party workplace
candidate
equipment and techniques

source materials recording and replay devices.
CUS09 Music (Version 1.1) CUESOU10B Operate wireless audio equipment
CUESOU10B
Unit Descriptor
Operate wireless audio equipment

This unit describes the skills and knowledge required to specify, fit and operate radio microphones and in-ear wireless monitors for any production within the cultural industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People working as sound technicians apply the skills and knowledge described in this unit. They are working at a senior level since their responsibilities go beyond the basic skills required to attach microphones to individual performers/presenters. They are responsible for using a range of radio microphone technology during a production and for managing spectrum. In this role they require a sound knowledge of the technical and production issues that impact on radio microphone operation. The work often involves long or irregular hours and can be physically demanding. The ability to work cooperatively as part of a production team is essential, along with the interpersonal skills required to work with performers. It is strongly recommended that this unit be assessed with or after the following units:
CUESOU07B Apply a general knowledge of audio to work CUESOU08B Select and manage microphone and other
activities
audio input sources.
This unit also has linkages to a range of other audio units and combined assessment and/or training with those units may be appropriate.
ELEMENT 1. Assess wireless audio equipment requirements and plan spectrum management
1.3 1.4 1.5 1.6 1.7 1.8 1.9 2. Set-up wireless equipment 2.1 2.2 2.3 2.4
Liaise with relevant personnel to determine the various production factors that will impact on wireless audio equipment operation Assess both technical and performance factors to establish the most appropriate approach to the use of wireless audio equipment in accordance with any regulatory requirements Establish all other wireless frequencies in use within range, including security and building services users Research and establish wireless instrument and in-ear monitor frequencies to be used by all acts, performers and musicians associated with the performance Plot proposed and currently used frequencies onto suitable plot and compare with legal and available frequencies Establish actual frequencies to be used, allocated to each person, performer, musician, and/or department Where multiple use of the same frequency for different performers or segments is required, prepare a suitable spreadsheet/plot Accurately document wireless audio equipment requirements prior to the production to ensure easy interpretation by others Ensure availability of equipment and accessories in accordance with production requirements Establish suitable location for equipment and technician work area in consultation with relevant personnel Run audio lines appropriately from wireless equipment to stage box or patch point and make correct connections in accordance with plot Run standby microphone cable/s as required, and have wired and wireless standby equipment on hand Establish backup channels with appropriate personnel, and put in place other appropriate contingency management measures
3. Check and fit wireless audio equipment
3.1 3.2 3.3 3.4 3.5 3.6 3.7
Make appropriate checks on wireless audio equipment prior to fitting to ensure equipment is correctly labelled, in working order and fully charged with new batteries Check that frequency setting on microphones and transmitters is matched and complete appropriate tuning Identify the most appropriate position for the equipment based on performance and technical issues Fit wireless audio equipment using appropriate attachment techniques to meet performance requirements Follow appropriate protocols with performers during the fitting process Clearly explain any technical operation issues to performers Check and adapt gain structure to fit production requirements Correctly set wireless audio equipment so that signal is received by the sound desk Politely request performer to use equipment to ensure it is working correctly and crosscheck Monitor all wireless systems throughout production, identify any problems and take appropriate action to rectify Retrieve wireless equipment from performers at conclusion of their performance Clean and arrange or store wireless equipment in readiness for the next user or the next performance
4. Monitor wireless audio equipment systems
4.1 4.2 4.3
5.1 5.2
Required skills
literacy skills sufficient to interpret production documentation and regulatory numeracy skills sufficient to work with frequency allocations
requirements
Required knowledge
the performance factors which impact on the use of wireless audio technology different types of wireless audio equipment available, and their use and application in
different types of production role of different antennae ways in which radio equipment can be fitted to performers common frequencies used with wireless audio equipment, how these may be reserved or affected by local TV or radio transmitters protocols for dealing with performers during equipment fitting regulatory requirements for the use of wavelengths, including the Australian Communications Authority frequency allocations frequency spacing required for adjacent wireless channels, and how to establish number of practical and available channels at a given location
director front of house engineer performers stage manager stage monitor engineer systems engineer. other technical specialists frequencies for operation need for back up microphones number of radio microphones being used options for different antennae other equipment on stage presence of moisture or water volume required level of movement by the performer number of costume changes singing requirement speaking requirement
Technical factors that impact on wireless audio equipment operation may include:
Performance factors that impact on wireless audio equipment operation may include: Fitting techniques may include:
attachment to hair strands attachment to other clothing use of tape
Appropriate protocols when dealing with performers may include:
acknowledging privacy issues assessment of performer allergies or history checking comfort levels clarifying positioning or fitting details requesting permission to commence fitting
Problems with wireless audio equipment may include:
faulty/intermittent signal need for more secure attachment

knowledge of the regulatory and technical issues that
affect the use of wireless audio technology ability to determine appropriate approaches to the use of wireless audio technology to meet the needs of a particular production. The assessment context must provide for:
practical demonstration of skills through the appropriate
selection and use of equipment for a production where multiple performers need to be fitted with wireless equipment interaction with others to demonstrate the interpersonal skills required for the fitting process use of industry-current equipment.
evaluation of a performance using multiple pieces of
wireless equipment where the candidate has been responsible for the selection and set-up of equipment case studies to assess ability to suggest approaches and equipment for different production circumstances oral or written questioning to assess knowledge of technical or performance issues that impact on wireless audio operation review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

radio microphones, in-ear monitors, transmitters and a venue where a production requiring wireless audio
receivers
technology can be held.
CUS09 Music (Version 1.1) CUESOU11B Set up and operate stage monitor systems
CUESOU11B
Unit Descriptor
Set up and operate stage monitor systems

This unit describes the skills and knowledge needed to determine the requirements for a stage foldback system, and to set up and operate that system for performers. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Sound technicians or foldback mixers apply the skills and knowledge outlined in this unit. It can be a challenging role since they need to satisfy the on-stage mixing requirements of each individual performer in a group or orchestra. This unit requires detailed knowledge of equipment and the specific issues that apply to the monitoring of foldback. As such it most commonly applies to musical performance. It is strongly recommended that this unit be assessed with or after the following units:
CUESOU07B Apply a general knowledge of audio to work CUESOU10B Operate wireless audio equipment CUSSOU303A Set up and disassemble audio equipment CUESOU03C Operate professional audio equipment.
activities
This unit also has linkages to other audio units and combined assessment and/or training with those units may be appropriate, e.g.:
CUESOU04C Mix live audio. Unit Sector Media and entertainment production audio/sound
ELEMENT 1. Determine performance requirements
Obtain accurate performance and venue information to inform the planning of the stage monitor system Correctly interpret documentation to determine system requirements Liaise with venue and other technicians/departments to allocate adequate set-up time and to confirm requirements for stage monitor system set-up and checking
2. Specify stage monitor system
2.1 2.2 2.3 2.4 2.5
Prepare accurate stage layout diagram with proposed placements of all required stage monitor equipment Select appropriate stage monitor loudspeakers or in-ear monitors for each required send (mix) Select appropriate stage monitor loudspeaker or in ear processing and/or amplification, plus cabling Ensure adequate monitoring and communication systems are in place for all relevant personnel Ensure availability of any in-ear or wireless equipment and accessories through liaison with relevant personnel Correctly set-up stage monitor console, processing/amplification racks and engineer's monitor, completing all appropriate checks Check that all cables are neatly routed and secured and that all equipment is safely positioned Ensure that there are adequate resources available in the event of equipment breakdown Neatly and correctly label stage monitor console input channel strips, and all processing equipment so that each item is clearly identified as to function and relevant mix Position all stage monitor loudspeakers and neatly run/fix all appropriate cables in accordance with health and safety requirements Cross check final set-up against production requirements Test all components of the stage monitor system, including a complete line check of all inputs, in accordance with health and safety requirements Individually equalise each stage monitor send to avoid run-away feedback at all times and set top gain (level) indication for microphones Cross check all adjacent stage monitor sends to allow for acoustic interference Run complete system up to safe working limit, including while any front of house speaker system is operating, to check adequate performance and mains power availability Establish and maintain a positive working relationship with relevant performance personnel Reconfirm production requirements with each relevant performer and check that set-up meets individual requirements in relation to quality, balance and mix sound levels Promptly identify malfunctions and rectify appropriately Liaise with relevant personnel and/or read production documents to interpret and confirm the sound requirements so that technical and creative requirements are met Ensure adequate worklights or console illumination and check light spill
3. Set-up equipment and prepare for performance
3.1 3.2 3.3 3.4 3.5 3.6
4. Tune, equalise and adjust system for performance
4.1 4.2 4.3 4.4
5. Liaise with performers on requirements
5.1 5.2
5.3 6. Prepare sound mixing console for operation 6.1
6.2
7. Operate console during production
7.1 7.2 7.3 7.4 7.5 7.6 7.7
Observe occupational health and safety requirements for operating the sound mixing console Operate faders to produce a level appropriate to the required sound and check each send (mix) in regular rotation Make appropriate adjustments to equalisers to produce an appropriate tonal quality Monitor sources and outputs both aurally and visually to meet with accepted safety standards and production requirements Promptly identify and appropriately troubleshoot any problems on stage Where required, allow audio signals to be processed, adding desired effects or other signal processing where necessary Communicate appropriately with relevant personnel, when required, throughout the production Complete all necessary documentation in accordance with organisational procedures and production requirements Ensure that any equipment is handled, cleaned, maintained and stored in accordance with organisational and/or production requirements Ensure that the work environment is clean and restored to its original condition in readiness for the next user
8.1 8.2 8.3
Required skills
literacy skills sufficient to interpret production documentation, draw diagrams numeracy skills sufficient to work with measurements and numerical aspects of audio
consoles
Required knowledge
types of information required to plan stage monitor system features of different types of stage monitor systems for different contexts, including
different equipment requirements particular issues and challenges associated with stage monitor systems safety issues associated with the set-up and installation of stage monitor systems issues associated with foldback mixing for different applications, e.g. concert, theatre techniques for equalisation of foldback speakers
Information required to plan stage monitor system may include:
input sources performance schedule performance style stage layout
Requirements for stage monitor system set-up and checking may include: Stage layout diagram would include positioning of:
need for a clear stage sound check with performers stage monitor system equalisation with non-essential
personnel removed from the stage area
establishment of adequate balanced lines available from
splitter system for stage monitors monitor speakers multicore stage box processing and amplification racks stage monitor console
In-ear or wireless equipment and accessories may include: Checks to be undertaken when setting up stage monitor system include:
batteries reverb or external effectors stands/microphone mounts
phantom power switches off position of equalisation controls re-setting of external processing gear to flat (if EQ) setting of external effectors or signal enhancers start-up position setting of send controls


ability to plan, set-up and operate a stage monitor system knowledge of stage monitoring equipment and the range
that meets production and performer requirements
of issues and challenges associated with operation of the equipment in a live production environment.

practical demonstration of skills through the planning,
set-up and operation of stage monitor systems for more than one live production involvement of, and interaction with, a production team and performers to reflect the collaborative nature of the process use of industry-current equipment.
evaluation of foldback quality where the candidate is discussion with performers for whom the candidate has case studies to assess ability to plan and set-up stage oral or written questioning to assess knowledge of review of portfolios of evidence and third party workplace
responsible for set-up and operation
set-up and operated stage monitor systems monitor systems for different contexts
equipment, set-up procedures and safety issues

industry-current stage monitor equipment venue where stage monitor system can be set-up and
operated.
CUS09 Music (Version 1.1) CUESOU12B Set up and operate audio system control networks
CUESOU12B
Unit Descriptor
Set up and operate audio system control networks

This unit describes the skills and knowledge required to set-up a basic data network as it relates to remote control and distribution for DSP audio. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Sound engineers apply the skills and knowledge outlined in this unit. Typically they are responsible for setting up and monitoring audio system control networks which include remote monitoring and control systems for amplifiers, remote control and matrix networks controlled over the Ethernet, and proprietary DSP control systems where different functions can be assigned remotely. This unit has linkages to other audio units and combined assessment and/or training with those units may be appropriate, e.g.:
CUSSOU22A Implement sound design CUESOU04C Mix live audio CUSSOU303A Set up and disassemble audio equipment.
Unit Sector
ELEMENT 1. Determine network requirements
Liaise with relevant stakeholders to establish system requirements Investigate available system resources and ascertain capabilities Draw an accurate system flow chart with all components in correct order Correctly allocate audio stage boxes where analogue audio is required Determine audio schedules with allowance for preset system configurations and dynamic system changes in accordance with needs Assemble relevant hardware components in accordance with system needs Assemble network topography in accordance with system needs Complete the interface with analogue audio as required Test the network topography and resources to ensure correct functioning Commission analogue audio components appropriately Correctly activate and implement all DSP system presets
2. Set-up control network
2.1 2.2 2.3
3. Test and commission network
3.1 3.2 3.3
4. Monitor network
4.1 4.2
Crosscheck performance of amplifiers and loudspeakers in accordance with DSP system assignments Identify any problems with network, take appropriate action or report to relevant colleagues
Required skills
problem solving and technology skills in the context of controlling wiring and audio literacy skills sufficient to interpret audio data and draw system flow chart numeracy skills sufficient to work with numerical data used in audio equipment
routing options for a typical distributed audio control system
Required knowledge
MIDI, SMPTE and show-based protocols and control mediums machine control, lighting control, other stage systems terminology and definitions for digital systems and network control, including modern
Ethernet and RS 232 based systems overview of cues and their relationship to control networks overview of analogue forms of control and switching, versus digital control and networks overview of data transmission and error correction overview of data network distribution, network topologies, and basic network protocols overview of data communications, data interfacing, and interfacing with various common computer operating systems, including Windows and Macintosh overview of DSP processing, processor types and applications within control systems basic principles of transmission, limitations, latency (processing time) and typical network performance proprietary audio transmission protocols, examples, and other kinds of full bandwidth audio transmission topologies
System requirements may include:
liaison with sound designer operational overview signal flow diagram output signal routing options remote control of processing equipment
Capabilities may include:
Hardware components may include:
amplifiers loudspeakers mixing consoles network control devices signal processors

understanding of data interfacing and protocols ability to configure audio networks to meet specific
requirements.

practical demonstration of skills through the
implementation of an audio network for more than one production involvement of, and interaction with, a production team to reflect the collaborative nature of the unit use industry-current equipment.
evaluation of a network set-up by the candidate case studies to assess ability to create networks for
different requirements oral or written questioning to assess knowledge of data protocols and interfacing review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

industry-current audio networking devices venue in which audio can be networked.
CUS09 Music (Version 1.1) CUESOU13B Specify, install and operate audio for an outdoor event
CUESOU13B
Unit Descriptor
Specify, install and operate audio for an outdoor event

This unit describes the skills and knowledge required to specify, set-up and operate an audio system for an outdoor event. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
A supervising sound technician would typically undertake the role outlined in this unit which focuses on the skills and knowledge required to plan audio operations for an outdoor event, where factors affecting audio operations can be quite varied. For example, weather conditions can significantly affect the operation of sound equipment during a live performance or event. It is strongly recommended that this unit be assessed with or after the following units:
CUESOU07B Apply a general knowledge of audio to work CUSSOU303A Set up and disassemble audio equipment CUESOU08B Select and manage microphone and other CUESOU03C Operate professional audio equipment.
activities
audio input sources
This unit also has linkages to other audio and management units, and combined assessment and/or training with those units may be appropriate, e.g.:
CUEOHS01C Implement workplace health, safety and
security procedures CUETEM06B Organise and monitor bump in/bump out CUETEM01C Coordinate production operations CUETEM03C Establish and manage production requirements and resources.
ELEMENT 1. Specify audio for an outdoor event
Correctly interpret performance/production outline to determine audio requirements Source and analyse relevant information on regulations that affect the design of outdoor audio systems, including noise pollution and insurance issues Research the venue or site to determine specific factors for consideration in outdoor audio system specification Accurately record site information in an appropriate format to assist with system design Develop appropriate audio system specification with full consideration of power issues, loudspeaker requirements and sound pressure factors Develop an accurate schedule of system requirements, including all components, with specific reference to additional infrastructure and equipment requirements for outdoor audio Complete checks to ensure availability of all resources prior to installation phase Install audio system in accordance with safety procedures and test for adherence to site restrictions, emergency procedures and noise pollution limitations within scope of individual responsibility and certification Liaise with relevant colleagues during installation to ensure efficiency of installation and maximum cooperation Make appropriate checks to ensure mains power is well reserved Monitor sound dispersion, weather and overall sound quality and take appropriate action to rectify any problems within scope of individual responsibility and certification Monitor reporting system for sound pressure levels at various positions on and off site Monitor ambient temperature and re-evaluate time delay settings accordingly Communicate with colleagues during operation to share relevant information and ensure quality of production
2. Install audio system for an outdoor event
2.1 2.2
2.3 2.4 3. Operate and monitor outdoor audio 3.1 3.2 3.3 3.4
Required skills
communication skills sufficient to liaise with artistic and technical personnel on planning and organising skills to investigate equipment variables for outdoor context and problem solving skills in the context of developing and actioning contingencies for wet
performance requirements
organising set-up of outdoor events
weather technology skills to operate audio equipment Required knowledge
the unique issues that affect outdoor audio, including issues associated with requirements for control of timing and delays while dealing with the speed of sound occupational health and safety implications when operating audio equipment outdoors, legal and regulatory issues that impact on outdoor audio, including those related to noise
transmission, types and size of equipment
including types of hazards and possible responses
pollution power and electricity provision and how this will vary between outdoor sites site access and weather protection issues relevant to audio
RANGE STATEMENT
Factors for consideration in outdoor audio system design may include:
legal issues associated with sound re-enforcement/noise
pollution location of audience need for specialist assistance performer requirements positioning of stage presence of trees or other site features which may affect audio operation relationship of equipment location to audience site dimensions time of year/forecasted weather patterns

Additional infrastructure and equipment requirements for outdoor audio may include:
crowd barriers around equipment flying towers occupational health and safety requirements platforms protection for equipment rigging support and mixing positions
Relevant colleagues with whom liaison may be required during set-up may include:
event manager performers production manager specialists, eg acousticians stage manager other technicians (both audio and others)

knowledge of the particular issues that affect the design, ability to design, install and operate a system that meets
installation and operation of outdoor audio
production requirements and takes account of all relevant environmental factors.

practical demonstration of skills using industry-current
equipment through the design, installation and operation of an audio system for more than one outdoor event involvement of and interaction with a production and performance team to reflect the collaborative nature of the unit use of industry-current equipment.
evaluation of the audio quality at an outdoor event for
which the candidate has designed and operated the audio system projects or case studies to assess ability to design outdoor audio systems for different environmental conditions oral or written questioning to assess knowledge of the particular issues impact on outdoor sound review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

an outdoor venue industry-current audio and other relevant staging
equipment suitable for outdoor use.
CUS09 Music (Version 1.1) CUESTA01C Install staging elements
CUESTA01C
Unit Descriptor
Install staging elements

This unit describes the performance outcomes, skills and knowledge required to install a range of staging elements for any production within the cultural industries. It builds on the skills found in the unit CUESTA05C Apply a general knowledge of staging to work activities. The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels. CPCCLDG3001A Licence to perform dogging CPCCLRG3001A Licence to perform rigging basic level CPCCLRG3002A Licence to perform rigging intermediate level CPCCLRG4001A Licence to perform rigging advanced level. Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering a construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007). Achievement of the unit CPCCOHS1001A Work safely in the construction industry' fulfils this requirement. This unit contains employability skills. (MEM18001C Use hand tools CUESTA05C Apply a general knowledge of staging to work activities)
Mechanists apply the skills and knowledge outlined in this unit. In this role they are responsible for installing a range of scenery and set items for performances or events. These include soft scenery, as well as weight and non-weight bearing set items. This unit has linkages with a range of other staging and technical production units, and combined assessment and/or training with those units may be appropriate.
Unit Sector
Media and entertainment production - staging
ELEMENT 1. Prepare for installation of staging
Prepare venue at the appropriate time in accordance with bump-in schedule Read, correctly interpret and apply stage plans to venue layout Identify and liaise with relevant personnel to determine the sequence of installation for staging elements Where there is an existing stage, communicate modifications clearly to relevant personnel and implement as required Install other equipment and necessary structures in consultation with the relevant personnel Pre-rig equipment as required within safety guidelines and licensing requirements Mark out ground plan accurately onstage in accordance with design specifications and venue requirements Install staging elements in accordance with design specifications and requirements of the production Install staging elements in the appropriate sequence as agreed with relevant personnel Install staging elements in accordance with safety regulations and any manufacturer instructions Select and use appropriate equipment to assist with staging installation , using safe working practices at all times Check each staging element to ensure operational standards for performance are achieved and that all safety requirements have been met Identify any problems with staging elements, take appropriate action to rectify or refer to relevant personnel for action Identify any modifications required to improve suitability for performance and take appropriate action
2. Install staging elements
2.1 2.2 2.3 2.4 2.5
3. Check staging elements after installation
3.1 3.2 3.3
Required skills
literacy skills sufficient to interpret stage plans numeracy skills sufficient to take measurements required for installation
Required knowledge types of control desks which operate stage machinery techniques for working out load capacity of stage machinery safe and efficient methods and procedures used in manoeuvring loads techniques for handling scenic elements, eg toggling flats and pin hinging relevant legislative and/or organisational health and safety requirements, including safe manual handling techniques, working at heights, moving loads safely safety issues associated with using ladders signals to be employed when using stage machinery safety procedures to be followed in the event of lifting, revolving or trucking emergencies
designers directors production managers stage managers technical specialists venue management
Staging elements may include:
framed scenery, e.g.: flats profiles doors windows furniture and other set props non-weight bearing scenery, e.g.: columns trees revolves soft scenery, e.g.: canvas legs borders cloths gauzes cycloramas trucks weight bearing scenery, e.g.: rostra ramps steps altering grid and other structures under appropriate installing staging extensions
Modifications to an existing stage may include:
supervision
Equipment , used during installation may include the following, within regulation limits and licensing requirements:
cherry pickers ladders and A-frames maxilift or genie-type lifter mobile scaffolding scissor lift tallescopes cast and crew amenities, e.g.: dressing rooms catering facilities fences front-of-house facilities ground coverings public amenities scaffolding seating stage coverings stages tents
Installing staging aspects of the show may involve setting up additional facilities for certain venues, particularly outside venues, and construction of extra requirements, which may include the following (within regulation limits):

application of safe working practices for installing staging
elements knowledge of safety issues specifically associated with the installation of staging ability to communicate effectively within a staging team. The assessment context must ensure:
practical demonstration of skills through the installation of installation of staging elements within realistic workplace involvement of and interaction with a production team to
staging elements for more than one production timeframes
reflect the collaborative nature of staging installation.
direct observation of the candidate completing installation inspection of staging elements installed by the candidate oral questioning/interview to assess knowledge of safety review of portfolios of evidence and third party workplace
tasks
and equipment procedures

a venue where the installation of staging can take place staging equipment.
CUS09 Music (Version 1.1) CUESTA02C Operate staging elements
CUESTA02C
Unit Descriptor
Operate staging elements

This unit describes the skills and knowledge required to operate a range of staging elements during a live production. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills. (MEM18001C Use hand tools CUESTA01C Install staging elements CUESTA05C Apply a general knowledge of staging to work activities)
Employability Skills Corequisite Unit(s)
Application of the Unit
Mechanists and staging personnel apply the skills and knowledge outlined in this unit. In this role they are responsible for the safe operation of a range of staging equipment, which requires a sound knowledge of stagecraft, as well as the types of issues that may arise during performance and how these affect the work of staging personnel. This unit has linkages to a range of other staging and general technical units, and combined assessment and/or training with those units may be appropriate.
Unit Sector
ELEMENT
1. Make staging preparations 1.1 1.2 1.3 1.4 1.5 1.6 1.7 2. Operate staging elements 2.1 2.2 2.3
Rehearse technical staging aspects of the show and communicate relevant information to performers as required Plot, rehearse and execute cues in accordance with directions from the relevant personnel Implement any changes correctly and modify cue sheets accurately as required Document all modifications in accordance with organisational procedures Check the stage prior to performance to ensure that it is set in accordance with performance requirements Run appropriate checks on all operable set elements as required to ensure that they are in working order Identify and deal with problems and faults safely and effectively, and inform appropriate personnel as required Execute any scene changes correctly and on cue according to performance requirements Identify and rectify any staging problems or faults promptly or refer to relevant personnel Identify and make emergency repairs quickly and efficiently as required
3. Carry out post 3.1 performance requirements 3.2
Clear stage as required by production requirements and store materials appropriately Identify any faulty set elements, repair to working condition or refer to specialist personnel for action to ensure readiness for next performance
Required skills
problem solving in relation to the types of staging challenges that arise during live numeracy skills sufficient to calculate timings literacy skills sufficient to both interpret and make modifications to staging
performance
documentation
Required knowledge
cue plots, their features, how to action them and make amendments to cues operating techniques for a range of staging elements, including movement of flats, knowledge of types of control desks which operate stage machinery signals and other communication systems used when operating stage machinery 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.
operation of trucks and revolves, movement of weight-bearing elements
Technical staging aspects of the show may include: Relevant personnel may include:
checking that all staging elements meet operational quick costume changes
standard for performance
designer director production manager stage manager technical staff venue management
Staging faults or problems may relate to:
director making last minute alterations/additions jammed machinery last minute loss of crew team member needed for a loss of communication missing cues
heavy scene change
Staging may include:
framed scenery, e.g. flats, profiles, doors, windows furniture and other set props non weight-bearing scenery, e.g. columns, trees revolves soft scenery, e.g. canvas legs, borders, cloths, gauzes, cycloramas trucks weight bearing scenery, e.g. rostra, ramps, steps

The following evidence is critical of the judgement of competence in this unit:

ability to operate staging to performance requirements application of safe working practices to the movement of effective communication skills to achieve efficient
staging elements
operation of staging during a performance.
The assessment context must ensure:

practical demonstration of skills through the operation of
staging elements during an actual performance and for more than one production involvement of and interaction with a team to reflect the collaborative nature of staging operation during a performance.
direct observation of a performance where the candidate oral or written questioning to assess knowledge of issues
is operating staging
to be considered in the operation of staging, typical problems which occur and how these can be addressed review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

a venue for the staging of an actual production staging equipment.
CUS09 Music (Version 1.1) CUESTA03C Operate flying systems
CUESTA03C
Unit Descriptor
Operate flying systems

This unit describes the skills and knowledge required to operate theatrical flying systems. Appropriately licensed personnel must undertake installation of these systems. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills. CUESTA06B Apply a general knowledge of theatrical rigging
Mechanists and staging personnel apply the skills and knowledge outlined in this unit. In this role they are responsible for operating manual and automated flying systems that raise and lower soft hangings and flats, as well as 'flying' scenery items into and off the stage. This unit has linkages to a range of other staging units and combined assessment and/or training with those units may be appropriate.
Unit Sector
ELEMENT 1. Set fly cues
Correctly interpret production documentation to determine flying requirements Accurately plot fly cues and determine correct speed and timing of each cue Make modifications and changes in accordance with organisational procedures and safety requirements Liaise with other production and performance personnel to ensure correct setting of cues Complete pre-show checks to ensure individual components of the flying system are ready for operation and comply with all safety requirements Correctly execute the pre-set and accurately document any modifications
2. Make pre-operational checks
2.1 2.2
3. Operate flying systems
3.1 3.2 3.3 3.4 3.5 3.6
3.7 3.8 3.9
Operate flying system correctly and safely, ensuring that cues are executed on direction in accordance with performance requirements Use flying system within its rated capacity and within an acceptable safety margin Where counterweight systems are used, keep the flown load and the counterweights in balance and/or under control Use the brake system, handbrake or other stopping devices safely and appropriately Use control systems in accordance with instructions Promptly identify any problems with flying system operation and rectify or refer to appropriate personnel in accordance with organisational procedures and safety regulations Correctly use communication systems and signals in accordance with organisational procedures and relevant safety requirements Reset all flying elements at completion of performance in accordance with organisational procedures and safety regulations Make reports to relevant personnel on any aspects of system operation requiring attention
Required skills
communication requirements between different production personnel communication systems and correct signals for use when flying numeracy skills sufficient to undertake all calculations associated with the operation of
theatrical flying systems literacy skills sufficient to both interpret and make modifications to production documentation Required knowledge
the role of flying systems within different types of production, and the links between different types of flying elements knowledge of a range of flying systems and relevant operating techniques specific safety issues that impact on flying systems, including regulations about the sequencing, equipment, timing and speed requirements for flying systems in the context emergency procedures relevant to flying system operation knowledge of counterweight systems, including single and double purchase, loading and
flying and other aspects of a production
scope of work that can be undertaken by unlicensed personnel of different types of production
unloading cradles, swinging bars, safe working loads, spreading the load and where to hang lighting bars, masking, etc
Safety requirements refers to: Types of flying systems may include:
both specific organisational requirements and statutory
authority requirements
belaying, abseiling equipment block and tackle systems chain crawlers chain motors and chain blocks electrically operated winches electrically powered flying systems hand lines hydraulic flying systems manually operated counterweight systems (single or double purchase) manually operated winches pulley systems

Note: installation of some of these systems must be completed by or under the supervision of licensed personnel. Problems that occur with flying systems may include:
failure of performers and workers to observe warnings of
flying activities inadequate tie-off applications incorrect balance of load overload on system slippage of wore ropes from pulleys
Communication systems and signals may include:
hand signals screen monitor verbal calls, with or without headsets warning lights watching for the cue written instructions
Flying elements may include:
lighting, e.g.: truss, lanterns, practicals, special effects machinery and equipment, e.g.: smoke machines fog machines lasers vehicles performers scenery, e.g.: flats doors windows legs borders soft hangings, e.g.: legs borders cycloramas masking tabs sound, e.g.: speakers

application of safe working practices when operating knowledge of safety issues and regulations associated
flying systems
with theatrical flying.

practical demonstration of skills through the operation of involvement of and interaction with a team to reflect the
flying systems for more than one production
collaborative nature of the production process.
direct observation of the candidate operating flying oral or written questioning to assess knowledge of safety
systems correctly and safely
issues and different operating and communication techniques review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

a venue in which a theatrical flying system is installed a production for which to operate flying systems.
CUS09 Music (Version 1.1) CUESTA05C Apply a general knowledge of staging to work activities
CUESTA05C
Unit Descriptor
Apply a general knowledge of staging to work activities

This unit describes the skills and knowledge required to provide assistance with the installation of staging under direct supervision. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People assisting with staging for live entertainment events and productions apply the skills and knowledge outlined in this unit. At this level their work would be closely supervised. The role includes the need for an understanding of stage geography, staging equipment and staging terminology plus basic stage preparation and set positioning. This unit has linkages to a range of other technical units and combined assessment and/or training with those units is recommended, e.g.:
CPCCCM1005A Carry out measurements and calculations MEM18001C Use hand tools.
Unit Sector
ELEMENT 1. Prepare stage area
Refer to stage plan and consult with supervisor to obtain details of work requirements Identify the need for general clearing and cleaning of stage area and take appropriate action Mark out stage accurately in accordance with stage plan and directions from supervisor Liaise with other production personnel to ensure timing of staging installation is appropriate in relation to other production requirements Lay up floor in accordance with stage plan and directions from supervisor Move and assemble set pieces in accordance with stage plan and directions from supervisor Follow appropriate safety procedures when laying floor and positioning set pieces Identify any adjustments required in consultation with supervisor and other personnel and take appropriate action Clean up and clean surrounding areas to ensure safe work space for all personnel
2. Lay up floor and position set pieces
2.1 2.2 2.3 2.4 2.5
Required skills
literacy skills sufficient to interpret a stage plan numeracy skills sufficient to take basic stage and staging measurements
Required knowledge
role of staging personnel within the overall production and interrelationship with other stage geography and terminology, including upstage, downstage, on/offstage, stage
production personnel
right/left, scenery dock, PS, OP, cameral left, camera right (for film and TV) different types of common stage machinery and equipment and the main safety issues associated with their use basic set assembly, including the correct way to run and float a flat, to lash/toggle and pinhinge flats together and to use tech screws and bolts for assembling set pieces methods of tying cloths, drapes, tabs, etc to a barrel, including legs, borders, scrims, gauzes, cycloramas a variety of knots, including bowline, clove, hitch, half-hitch, reef knot, rolling hitch, truckies hitch, overhand knot, figure of eight knot (single and double), whippings and rope seizing occupational health and safety requirements and their application to stage mechanics,, including the handling of hazardous substances
Other production personnel may include:
designers directors production managers stage managers technical specialists venue management carpet dance floors, e.g. tarkett floor cloths/cladding masonite vinyl
Floor may be laid up using:
Set pieces may include:
framed scenery, e.g.: flats, profiles, doors, windows furniture and other set props non-weight bearing scenery, eg: columns, trees revolves soft scenery, e.g.: canvas legs, borders, cloths, gauzes, cycloramas trucks weight bearing scenery, e.g.: rostra, ramps, steps


knowledge of the roles and functions of staging knowledge of entertainment industry terminology in
departments and staging personnel
relation to staging ability to follow instructions and safety procedures.


demonstration of skills through the installation of staging
that includes as a minimum the installation of flooring and basic set pieces involvement of and interaction with a team with whom the candidate can work and which is able to provide the overall direction for staging set-up.
direct observation of the candidate using appropriate and inspection/evaluation of staging elements positioned by
safe techniques to install staging
the candidate oral or written questioning to assess knowledge of staging terminology, features and uses of different types of equipment and stage geography review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

staging machinery, equipment and tools venue at which a production is being staged.
CUS09 Music (Version 1.1) CUESTA06B Apply a general knowledge of theatrical rigging
CUESTA06B
Unit Descriptor
Apply a general knowledge of theatrical rigging

This unit describes the skills and knowledge required to apply a broad knowledge of theatrical rigging to the live entertainment workplace. It does not cover the installation of rigs. The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels. CPCCLDG3001A Licence to perform dogging CPCCLRG3001A Licence to perform rigging basic level CPCCLRG3002A Licence to perform rigging intermediate level CPCCLRG4001A Licence to perform rigging advanced level. Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering a construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007). Achievement of the unit CPCCOHS1001A Work safely in the construction industry' fulfils this requirement. This unit contains employability skills.
A range of technical production personnel involved in live entertainment events and productions apply the skills and knowledge outlined in this unit. Those who work in lighting, staging, sound or vision systems need a general understanding of rigging. This unit may also be useful for licensed riggers who have limited knowledge of the theatrical work context. This unit has linkages to a range of other technical production units and combined assessment and/or training may be appropriate.
Unit Sector
ELEMENT 1. Determine rigging requirements
Correctly interpret technical production requirements to determine rigging requirements and their impact on other aspects of work Liaise with licensed riggers where required to confirm production requirements in relation to rigging Correctly identify rigging-related tasks that may be completed by unlicensed personnel and those who require specialist assistance Plan work appropriately in consultation with riggers to ensure smooth flow of work and efficient set up Complete tasks associated with rigging under direction and supervision of a licensed rigger Use correct techniques to complete rigging-related tasks Ensure that work is inspected by licensed rigger in accordance with safety and licensing regulations
2. Complete rigging related tasks
2.1 2.2 2.3
Required skills
literacy skills sufficient to read instructions for safety equipment numeracy skills sufficient to understand the equipment calculations associated with
rigging
Required knowledge
the definition of rigging, different levels of rigging and its use in the entertainment
industry safety equipment and how this is used, including harnesses and fall arresters hoists (different types) and why and how they are used in an entertainment context the features of spansets and their uses in an entertainment context trusses and correct and safe ways of using them the importance of weights, loads and counterweights, and how these are calculated shackles and other fittings and their uses in theatrical rigging the regulatory limitations on the role of technical production personnel in relation to rigging, and the types of tasks which must be undertaken by a licensed rigger
Rigging requirements may relate to one or more of the following:
audio lighting set construction staging vision systems
Licensed riggers may be:
contract labour fellow employees
Rigging related tasks that may be undertaken by unlicensed personnel may include:
application of fibre and wire rope assembling flying units assembling truss attachment of soft fittings communication as applicable to flying operation tying knots use of shackles, trim chains, turnbuckles, screweyes
Riggingrelated tasks that may be undertaken by unlicensed personnel do not include work that involves hanging hoists, using of lifting equipment or slinging of spansets.

knowledge of rigging in an entertainment context knowledge of regulations in relation to the licensing of
riggers and the limitations on the type of work that can be undertaken by unlicensed personnel.

application of knowledge to specific technical production
situations.
case studies and problem solving to assess application of oral or written questioning to assess knowledge of rigging
knowledge to different technical situations
techniques and safety issues review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

Australian standards regarding rigging and scaffolding rigging equipment and materials venue where rigging is constructed.
certification
CUS09 Music (Version 1.1) CUETEM03C Establish and manage production requirements and resources
CUETEM03C
Unit Descriptor
Establish and manage production requirements and resources

This unit describes the skills and knowledge required to establish and manage resources and other requirements for a particular production area. It builds on the skills found in the unit CUETEM01C Coordinate production operations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
A head technician, technical manager or workshop manager would generally undertake this role. This unit has linkages to a range of other technical and management units and combined assessment and/or training with those units is recommended, e.g.:
CUETEM01C Coordinate production operations CUEFIN02C Manage a budget CUESET11B Develop set construction plans to meet design
requirements.
Unit Sector
Media and entertainment production - production planning and management PERFORMANCE CRITERIA 1.1 1.2 1.3 1.4
ELEMENT 1. Establish production requirements
Evaluate initial production concepts and technical requirements in relation to feasibility, safety and any environmental impact Provide timely, accurate and correct advice on the feasibility and safety of concepts and their implementation, including suggestions of workable alternatives as required Accurately document details of safety and technical requirements in relation to the production concepts Clarify production concepts and final requirements in consultation with the appropriate personnel as required Identify and agree on options for realisation and execution in consultation with the appropriate personnel Correctly interpret production documentation/models to adapt these to serve practical requirements of construction or installation Accurately and appropriately document all decisions , agreements and other relevant information in accordance with organisational procedures Develop an action plan for implementing construction or installation incorporating all requirements in terms of labour , materials, equipment and facilities
2. Complete plans for realisation of production requirements
2.1 2.2 2.3 2.4
3. Source and cost resources
3.1 3.2 3.3 3.4 3.5
Source and cost resource requirements as required in accordance with organisation policy and procedures Develop realistic expenditure estimates to meet the budget allocation Identify potential budget overruns and resolve and/or recommend alternatives to appropriate personnel. Liaise with internal and/or external suppliers to acquire equipment and materials, using existing materials wherever possible Follow appropriate financial procedures in accordance with organisational policies and procedures Organise and oversee work to ensure that construction or installation is completed within constraints of timeframes, budget and available technology Allocate tasks in accordance with skill, preference, training requirements and multi-skilling considerations Liaise with colleagues and attend appropriate run-throughs and/or production meetings to identify any alterations that need to be made to original design specifications Monitor construction or installation to ensure that it meets design specifications, budgetary constraints and timelines
4. Manage construction or installation
4.1 4.2 4.3
4.4
Required skills
communication and negotiation skills in relation to liaising with production colleagues
and resource acquisition
Required knowledge
in-depth knowledge of the specific production area practical production issues and limitations in relation to different design concepts and
techniques planning methods and techniques relevant to the production area supply sources for resources relevant to the production area typical costs and costing processes relevant to the production area legal and occupational health and safety issues that affect production operations
Production resources and requirements may relate to:
audio audiovisual lighting props scenic art sets special effects stage management designers directors production managers other technical specialists designs drawings models plans production notes script budget constraints time venue other company resource restrictions or safety considerations equipment facilities labour materials
Production documentation/models may include:
Decisions on most appropriate implementation method/s may take account of factors, including: Resource requirements may include:
Resources may be acquired through:
acquiring necessary licences and approvals, e.g. firearms
licence borrowing contra-deals hiring purchasing renting
Labour requirements may be for:
consultants/specialists contract staff permanent staff establishing cheques and petty cash arrangements establishing paperwork requirements, e.g. purchase
Financial procedures may include:
orders, requisitions, record keeping, invoices quotes and estimates implementing appropriate delegation and accountability arrangements

effective communication with artistic staff, senior ability to develop options for different production extensive knowledge of specialist area, particularly in the
management, peers and subordinates requirements and constraints
area of resource acquisition and management.

practical demonstration of skills through the
establishment and management of technical requirements for more than one production or event assessment conducted over a period of time to reflect the ongoing monitoring and implementation aspects of the unit involvement of and interaction with a whole production team to reflect the collaborative nature of the skills in this unit.
evaluation of a particular technical aspect of and event or
production for which the candidate has been responsible from planning to realisation evaluation of reports prepared by the candidate analysing the processes undertaken to realise the technical aspects of a production and identifying key challenges and ways of overcoming those challenges case studies to assess ability to develop technical approaches for different production situations problem solving exercises to assess ability to generate solutions to a common range of challenges encountered review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.

venue where a production can be staged equipment and materials relevant to the production area.
CUS09 Music (Version 1.1) CUETEM07B Tour the production
CUETEM07B
Unit Descriptor
Tour the production

This unit describes the skills and knowledge required to coordinate arrangements for a touring production. The unit focuses only on the additional skills and knowledge for touring and would always be combined with other stage management and technical units in the workplace. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Touring responsibilities will vary in accordance with the job role but the unit is particularly relevant for stage managers and other senior technical production personnel who make general touring arrangements and need to adapt aspects of a production for touring. This unit has linkages with a wide range of other technical and stage management units, and combined assessment and/or training with those may be appropriate.
Unit Sector
Media and entertainment production - production planning and management PERFORMANCE CRITERIA 1.1 1.2 1.3 1.4 1.5 1.6
ELEMENT 1. Identify and plan tour requirements
Review tour schedule and other production documentation to correctly identify implications for the area of work Source and evaluate relevant information on local touring venues/ locations Evaluate implications and make appropriate plans for touring, including consideration of timelines, budget and allocation of responsibilities Liaise with relevant colleagues to discuss and agree on specific tour requirements as required Make plans for touring in accordance with legal requirements and regulations Create accurate documentation on touring requirements to allow for easy interpretation by others Organise workflow of self and others to allow for additional work required to implement touring plans Advise colleagues on specific variations required in accordance with plans and ensure availability of physical and financial resources Monitor touring requirements in accordance with timelines, budget and quality requirements Make accurate updates to relevant documentation and information to reflect production variations
2. Implement touring plans and variations
2.1 2.2 2.3 2.4
3. Provide briefings on tour requirements
3.1 3.2
Prepare and distribute documentation relating to tour requirements to appropriate personnel, including touring venue personnel as required Provide accurate and current advice to touring personnel in relation to specific local regulations and procedures Identify and respond to problems promptly Initiate short-term action to resolve the immediate problem where appropriate Analyse problems for any long-term impact and assess and action potential solutions Present a positive image of the organisation and its contracted suppliers at all times Take responsibility for resolving the problem within the scope of individual authority, and consult with others in accordance with organisational procedures Take appropriate follow-up action to monitor the effectiveness of chosen solutions
4. Solve problems which arise on tour
4.1 4.2 4.3 4.4 4.5 4.6
Required skills
communication, negotiation and problem solving in relation to situations which arise
during touring
Required knowledge
the production touring process, key roles and responsibilities, and special issues that the type of production variations/adjustments that may need to be made for touring work planning and delegation techniques in relation to touring a production relevant award and enterprise agreements and how touring arrangements can be legislative requirements that impact on touring arrangements, including occupational features, formats and purposes of the range of documentation required for a touring
apply to touring a production
impacted by these
health and safety requirements production
Tours may occur:
interstate intrastate overseas regional areas
Other production documentation may include: Relevant location information may include:
budget location agreements performers' contracts access, e.g. hours, truck access, parking amenities and facilities, including food and beverage
facilities masking requirements power capacity technical specifications, including power capacity venue layout and dimensions, e.g. backstage, auditorium, stage
Specific tour requirements will vary in accordance with the area of work and may include:
accommodation (for cast, crew) adaptation to physical elements additional equipment personnel requirements publicity arrangements, e.g. interviews, photo calls, publicity with local media special financial arrangements, e.g. petty cash, time and wages books, letters of credit special packing or transportation for physical elements transport (air, sea, land)
differing requirements between States/Territories in industrial awards governing travel, rehearsal and regulations affecting overseas touring, e.g. customs,
Legal requirements and regulations which impact on touring may include:
Australia
performance provisions
quarantine safety issues in relation to the transportation of materials and equipment
Relevant documentation and information may include:
accommodation lists address lists and agent lists artists call sheets, e.g. publicity call sheets bump in schedules company lists contact lists dressing room lists front-of-house information and distribution lists ground plans local contacts maps and information on touring cities and towns meeting minutes performance schedule production schedules props lists scenery lists technical plots, e.g. flying plots and dome plots texts and meeting agenda tickets time sheets tour itineraries transport details understudy/covers lists venue information wardrobe lists and preliminary cue synopses
Overseas tours may require the following documentation to be prepared:
carnets for air and sea freight customs and quarantine documentation, e.g. travel luggage labels translations of script and organisation documentation and
permits or visas for personnel information on activity
Problems on tour may include:
equipment or transportation breakdown group conflict or dissatisfaction loss of equipment or other valuables need for further adjustments to physical elements poor supplier performance service complaints sickness, injury or death unexpected delays

effective use of scheduling tools and techniques to communication and negotiation skills and their application knowledge of the particular issues, requirements and
organise and prioritise work to production touring
documentation that impact on a touring production, including the roles and responsibilities of different production personnel.

practical demonstration of skills through the planning and
implementation of touring arrangements for a touring production.
evaluation of a report prepared by the candidate on the
planning and implementation process for touring case studies to assess ability to plan arrangements for a variety of touring situations oral or written questioning to assess knowledge of particular regulations or procedures that apply to touring review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.

touring venues for the production the full range of production resources and equipment.
CUS09 Music (Version 1.1) CUETGE15B Handle physical elements during bump in/bump out
CUETGE15B
Unit Descriptor
Handle physical elements during bump in/bump out

This unit describes the skills and knowledge required to assemble, pack and load/unload physical elements under supervision for any production within the cultural industries. This unit is introductory in nature and focuses on safe manual handling and general knowledge of the bump in/bump out process and types of equipment. It does not include the specialised bump in/bump out procedures and knowledge required by technicians. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
The role outlined in this unit may be undertaken by a range of technical production personnel, usually under the supervision of others. This unit has linkages to other technical construction and manufacturing units and combined assessment and/or training with those units may be appropriate. It is strongly recommended that this unit be assessed with or after the following unit: MEM18001C Use hand tools.
Unit Sector
ELEMENT
1. Prepare physical elements 1.1 for transportation 1.2 1.3 2. Load/unload physical elements 2.1 2.2 2.3 2.4 2.5 2.6
Assemble/dismantle physical elements in the correct order in accordance with instructions to ensure ease of packing, loading, unloading and installation Pack physical elements safely using appropriate techniques and materials to avoid damage during transportation Correctly identify, prepare and pack any tools required for bump in/bump out Load/unload physical elements in the required order taking care to avoid damage Use safe manual handling techniques throughout the loading/unloading process to avoid injury or damage Install or position physical elements in appropriate work or storage area in accordance with directions Identify any hazardous items and load these in a manner which minimises health and safety risk Inspect load prior to transportation to ensure that all items are loaded appropriately, and make adjustments as required Clear and clean work areas in accordance with organisational procedures
3. Check condition of physical elements
3.1 3.2
Check the condition of physical elements to ensure that no damage has occurred during bump-in/bump-out Identify any repairs required and report to the appropriate personnel for action, using correct documentation as required
Required skills
literacy skills sufficient to read simple work instructions, equipment lists and safety numeracy skills sufficient to count/tally equipment and other physical elements self-management skills sufficient to meet deadlines problem-solving skills sufficient to anticipate and resolve minor equipment set-up
directions
problems ability to work as a member of a production team Required knowledge
general knowledge of the bump in/bump out process for different types of production,
including typical procedures and processes and the roles and responsibilities of different personnel general knowledge of the typical physical elements used for different types of production typical locations for different physical elements within a production venue safe manual handling techniques and the broader safety issues associated with the movement of physical elements relevant organisational and/or legislative occupational health and safety requirements packing materials and techniques used for different types of equipment techniques for loading and stowing equipment for safe transportation the range of tools commonly required during the bump in/bump out process
Physical elements may include any equipment or materials commonly used for an entertainment production, eg:
audio equipment costumes lighting equipment props scenic art sets
Transportation may be required:
between different venues by air by rail by road by sea within a venue
Packing/loading techniques may include:
particular ways of handling different equipment use of protective coverings use of restraints
Packing materials may include:
boxes bubble wrap bush blankets crates labels road cases rope straps tape tissue paper wardrobe skips event/production managers stage managers supervisors/managers technical staff

knowledge of safe manual handling techniques for ability to move, pack and load equipment under
various types of equipment
instruction using safe manual handling techniques.

practical demonstration of skills through the packing,
loading and positioning of physical elements required in a given production involvement of and interaction with a team during the bump in/bump out process.
direct observation of the candidate packing, loading or oral or written questioning to assess knowledge of case studies or problem solving exercises to assess the
unloading equipment during a bump in/bump out equipment types and features, safety issues
candidate's ability to respond to different operational situations and contexts review of portfolios of evidence and third party workplace reports of on-the job performance by the candidate.

a venue or location for bump in/bump out a range of equipment typically used for a production transportation into which equipment can be loaded.
CUS09 Music (Version 1.1) CUFCMP301A Implement copyright arrangements
CUFCMP301A
Unit Descriptor
Implement copyright arrangements

This unit describes the performance outcomes, skills and knowledge required to implement individual or collaborative copyright arrangements. This unit is related to CUFCMP501A Manage and exploit copyright arrangements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit addresses the implementation of copyright arrangements, including sourcing copyright information, gaining clearance to use other people's material and protecting material from unauthorised use. It has application to people involved in using/creating original works, including literary works, computer programs, compilations, artistic works, dramatic works, musical works, cinematograph films, sound recordings, broadcasts, photographs, photographic imagery and published works. This unit does not address assigning copyright and licensing rights. This is addressed in:
CUFCMP501A Manage and exploit copyright arrangements.
Unit Sector
Regulation, licensing and risk Compliance
ELEMENT 1. Source information on copyright
Identify sources of information on copyright Determine what is and is not protected by copyright Identify and determine role of copyright collection societies Check copyright legislation with appropriate person Identify copyright owner's exclusive rights Determine need for copyright clearance and identify potential for fair use of copyright material Discuss and confirm copyright clearance issues Determine if moral rights or performer's rights need to be credited Obtain and accurately record copyright clearance
2. Obtain permission to use copyright material
2.1 2.2 2.3 2.4 2.5
3. Protect material from unauthorised use
3.1 3.2 3.3 3.4 3.5 3.6
Confirm original work as being the result of individual/collaborative skill and effort Discuss and formally record copyright ownership/proportional ownership Identify and confirm individual/collaborative copyright responsibilities Identify potential infringements to copyright and activities that will not infringe copyright Apply copyright notices on creative works in a correct manner Prepare, date and store documentation to track copyright requirements
Required skills
numeracy skills sufficient to determine the duration of copyright arrangements literacy skills sufficient to read copyright information and to complete copyright learning skills sufficient to maintain knowledge of copyright issues teamwork skills sufficient to work with collaborators when discussing copyright problem solving skills sufficient to recognise problems that arise from copyright technology skills sufficient to use documentation systems for tracking copyright
documentation ownership
ownership discussions and to seek expert advice on solving them requirements and for accessing/downloading copyright material
Required knowledge
basic understanding of copyright principles/legislation relevant to implementing copyright
arrangements recognised procedures to determine copyright ownership function of the Australian Copyright Council as it relates to own work context
RANGE STATEMENT
Australian Copyright Council copyright collection societies copyright legislation industry associations industry information sheets and journals internet libraries union publications (newsletters, magazines, bulletins and letters).
Copyright collection societies may include:
Australasian Mechanical Copyright Owners Society Ltd
(AMCOS) Australasian Performing Right Association (APRA) Christian Copyright Licensing International Copyright Agency Ltd (CAL) International copyright collection societies Mediacom/LicenSing Phonographic Performance Company of Australia (PPCA) Screenrights VISCOPY Word of Life International.

Appropriate person may include:
agents/artists' managers/industry managers Australian Copyright Council representatives copyright collection society representatives employee association/union representatives industry/industry association representatives legal representatives licensers/publishers. communicating the work to the public importing the work into Australia licensing and assigning the work making an adaptation of the work making the work public for the first time performing/showing/transmitting the work in public reproducing the work.
Exclusive rights may include:
Fair use of copyright material may include:
new exceptions for consumers and new flexible dealing professional advice by a lawyer, patent attorney or trade reporting news research, study, criticism or review.
exception
mark attorney
Moral rights may include the right of the creator:
not to have their work falsely attributed not to have their work treated in a derogatory way to be attributed (or credited) for their work. the moral rights in performances the ownership of copyright in sound recordings the rights to control recording and communication of their
Performer's rights may include:
performances.
Original work may include:
artistic works, e.g. paintings, drawings, cartoons,
sculpture, craft work, architectural plans, buildings, photographs, photographic imagery, maps, plans, special effects make-up broadcasts, e.g. television, radio cinematograph films, e.g. film, video, DVD compilations, e.g. anthologies, directories, databases computer programs dramatic works, e.g. choreography, screenplays, plays, mime pieces, performances musical works/performances published editions sound recordings textual material, e.g. journal articles, novels, screenplays, poems, song lyrics, reports.
Copyright notices may include:
for sound recordings, the letter P (for phonogram) in a the symbol ?, followed by the name of the copyright
circle or in brackets is used
owner and the year of first publication.
Documentation may include dated copies of:
artwork digital media products footage letters or other communications with people who have access to the original work manuscripts music (presented in any media or format) negatives/photographs/photographic imagery recordings scores (music/film).

ability to source information and seek appropriate
assistance as required to organise copyright arrangements, and ability to apply this information to day-to-day work activities knowledge of copyright principles/legislation.

access to a range of relevant and current industry
information materials, such as the Copyright Act 1968, Copyright Amendment (Digital Agenda) Act 2000 and Australian Copyright Council information sheets access to an environment where copyright information can be applied and copyright ownership discussed access to appropriate personnel to check copyright legislation access to appropriate technology to source copyright information and prepare copyright documentation 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.

direct observation of the candidate obtaining permission
to use copyright material case studies to assess ability to identify sources of information on copyright written and verbal questioning or interview to test knowledge of the sources of information and the role of copyright collection societies problem solving activities to assess ability to recognise problems that arise from copyright ownership discussions review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
CUFIND201A Develop and apply creative arts industry CUFIND301A Work effectively in the screen and media
knowledge industries.
CUS09 Music (Version 1.1) CUFCMP501A Manage and exploit copyright arrangements
CUFCMP501A
Unit Descriptor
Manage and exploit copyright arrangements

This unit describes the performance outcomes, skills and knowledge required to manage and exploit individual or collaborative copyright arrangements. This unit is related to CUFCMP301A Implement copyright arrangements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit addresses the management and exploitation of copyright arrangements, including assigning and licensing rights and ensuring copyright is protected locally and internationally. It has application to people involved in exploiting original works, including literary works, computer programs, compilations, artistic works, dramatic works, musical works, cinematograph films, sound recordings, broadcasts, photographs, photographic imagery and published works. This unit is appropriate for artists, artists' managers, agents, industry managers, legal representatives, music licensers and music publishers.
Unit Sector
Regulation, licensing and risk Compliance
ELEMENT 1. Identify exploitation opportunities for original works
Confirm original work is protected against unauthorised use Research potential for commercial exploitation of original workunder copyright, intellectual property and licensing legislation Seek advice, as required, to ensure that copyright issues are fully addressed in terms of copyright owners exclusive rights and the rights of others Confirm original workis protected at local and international levels against illegal or unauthorised reproduction (in part or full) Confirm original workis protected at local and international levels against adaptations Confirm original work is protected at local and international levels against unauthorised communications Research and/or obtain reliable legal advice to ensure artists'/copyright owners' rights are protected
2. Protect original works locally and internationally
2.1 2.2 2.3 2.4
3. Assign copyright of original works
3.1 3.2 3.3 3.4 3.5
Undertake appropriate planning in preparation to negotiate deals for original work Ensure implications of assigning copyright are understood by relevant parties Assign copyright to new owner according to legislative requirements Confirm and agree with relevant partiesthe degree to which artists/publishers may control use and exploitation of original workunder assignment of copyright Accurately record terms of assignment of copyright into a formal contract that is signed by relevant parties Confirm and agree to territories in which licensing rights may be exercised with relevant parties Confirm and agree to the timeframe of the licence with relevant parties Confirm and agree to the terms of exploitation of the original work/licencewith relevant parties Confirm and agree on the creative control of the original work with relevant parties Negotiate fees relevant to the context of the deal with relevant parties Confirm and agree on the responsibility for enforcing copyright against infringement Accurately record and store terms relating to the licensing deal into a formal contract that is signed by relevant parties Store copyright documentation in a secure and accessible form (for retrieval where required) Identify and confirm responsibility to comply with conditions of copyright agreement
4. License rights to original works
4.1 4.2 4.3 4.4 4.5 4.6 4.7
5. Maintain copyright documentation
5.1 5.2
Required skills
numeracy skills sufficient to negotiate fees and to determine the term of a copyright literacy skills sufficient to interpret relevant legislation and to complete copyright communication skills sufficient to: negotiate deals and achieve agreed outcomes interpret the needs and rights of relevant parties explain the difference between assignment and licensing of copyright explain the difference between performing/mechanical/synchronisation rights and teamwork skills sufficient to work with relevant parties when negotiating deals problem solving skills sufficient to solve problems arising from negotiating deals technology skills sufficient to use documentation systems for preparing formal contracts
licence
documentation
communicating to the public rights
and recording/storing copyright agreements
Required knowledge
copyright, intellectual property and licensing legislation relevant to managing and
exploiting copyright arrangements industry organisations dealing with copyright, intellectual property and licensing recognised procedures to determine copyright ownership function of the Australian Copyright Council as it relates to own work context function of copyright collection societies as they relate to copyright exploitation copyright conventions in relation to intellectual property (using, producing and protecting), publishing and new technology.
Original works may include:
artistic works, e.g. paintings, drawings, cartoons,
sculpture, craft work, architectural plans, buildings, photographs, photographic imagery, maps, plans, special effects make-up broadcasts, e.g. television, radio cinematograph films, e.g. film, video, DVD compilations, e.g. anthologies, directories, databases computer programs dramatic works, e.g. choreography, screenplays, plays, mime pieces, performances musical works/performances published editions sound recordings/performances textual material, e.g. journal articles, novels, screenplays, poems, song lyrics, reports.
Copyright issues may include:
exploited reversion triggers length of control period after expiration of term non-exploited reversion triggers ownership of materials term of licence or assignment. communicating the work to the public importing the work into Australia licensing and assigning the work making an adaptation of the work making the work public for the first time performing/showing/transmitting the work in public reproducing the work synchronising the work translating the work. agents/artists' managers/industry managers artists employee associations/union representatives industry/industry association representatives legal representatives licensers/publishers.
Exclusive rights may include:
Relevant parties may include:
Licence may include:
exclusive licence implied licence non-exclusive licence.
Creative control may include:
right of approval of sub-licensing or assignments selection of material selection of producers to what extent and how the work may be recast ways in which the work is exploited.
Fees may include:
advance recouped against royalty outright fee or royalty, or a combination of both.
Documentation may include dated copies of:
artwork contracts digital media products footage letters or other communications with people who have access to the original work manuscripts music, presented in any media or format negatives/photographs/photographic imagery recordings scores (music/film).

ability to research and/or seek appropriate assistance to understanding of the difference between assignment and understanding of the role of organisations relevant to
manage and exploit copyright licensing of copyright
copyright legislation and business.

access to copyright, intellectual property and licensing
legislation, including the Copyright Act 1968 and Copyright Amendment (Digital Agenda) Act 2000 access to an environment where original work can be commercially exploited under copyright access to reliable legal advice where required access to appropriate technology to prepare copyright documentation 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.

direct observation of the candidate managing and case studies to assess ability to research commercial
exploiting copyright arrangements
exploitation opportunities written and verbal questioning or interview to test knowledge of assigning and licensing of copyright problem solving activities to assess ability to solve problems arising from negotiating deals review of portfolios of evidence and third party workplace reports of on-the-job performance.
BSBSMB401A Establish legal and risk management
requirements of small business FNSICGEN402A Participate in negotiations.
CUS09 Music (Version 1.1) CUFDIG201A Maintain interactive content
CUFDIG201A
Unit Descriptor
Maintain interactive content

This unit describes the performance outcomes, skills and knowledge required to maintain interactive content. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People responsible for updating the content of websites apply the skills and knowledge described in this unit. Under direction, they upload a range of media assets and change text content, using a content management system that may be a proprietary system designed for a static or dynamic website. Changes to the interface and structure of the site are made by people in more senior positions.
Unit Sector
Visual communication digital content and imaging
ELEMENT
1. Check website information 1.1 for relevance and 1.2 currency 1.3 1.4 2. Check links and navigation 2.1 2.2 2.3 3. Update information 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8
Confirm with relevant personnel frequency of upgrades Obtain revised and additional electronic content and ensure correct versions Confirm with relevant personnel the age limit of links that should be retained or deleted Confirm with relevant personnel other revisions as required Select appropriate link-checking software , run software to test links and check currency of existing links Save report document according to technical and organisational requirements Check broken or failed links to determine site closures or new site addresses Access content management system and load appropriate files Delete closed links and re-establish new site links if available Check internal page links and rectify or delete as required Import and/or change content material as required and specify appropriate metadata if required Make heading, typographical and image revisions applying appropriate style sheets and alt tags if required Insert additional pages or screens as required, applying appropriate templates or themes Upload edited files to server using file transfer protocols (FTP). Advise relevant personnel if new buttons, interface or navigation design are required to incorporate additional materials
4. Test and confirm changes
4.1 4.2
Check all links are valid Confirm with relevant personnel that all changes have been made
Required skills
communication and literacy skills sufficient to: interpret and clarify written or verbal instructions interpret and apply information in user manuals for software applications ability to work as a member of a production team - both independently on assignment
and under direction technical skills sufficient to: proficiently use a content management system use link-checking software manage files using standard naming conventions apply appropriate metadata to describe documents apply style sheets, templates and themes self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise Required knowledge
W3C Accessibility standards relevant to text and images internet protocols and data types OHS standards as they relate to working on computers for periods of time 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.
client programmer and technical support people supervisor web manager other specialist creative and administrative staff as appropriate. audio HTML images (photographs and illustrations) PDF documents text video Word documents.
Electronic content may include:
Link-checking software may include:
Xenu Linkbot software internal to content management systems. authoring tools, such as: Dreamweaver Contribute learning management systems, such as: WebCT Blackboard Janeson Moodle Sharepoint open source database systems other proprietary database systems.
Content management systems may include:
Metadata may include:
author copyright date description subject title other metadata based on Dublin Core or other standards.

accurate creation of interactive media information and proficient use of content management systems attention to detail.
links

access to industry-standard authoring software, the access to appropriate learning and assessment support use of culturally appropriate processes and techniques
internet and an FTP client for uploading content when required
evidence and third-party workplace reports of on-the-job performance evaluation of websites where content has been updated by the candidate on a regular basis written or oral questioning to test knowledge of internet protocols, data types and W3C Accessibility standards relevant to text and images.
CUFIND201A Develop and apply creative arts industry CUFRES201A Collect and organise content for broadcast
knowledge
or publication.
CUS09 Music (Version 1.1) CUFDIG302A Author interactive sequences
CUFDIG302A
Unit Descriptor
Author interactive sequences

This unit describes the performance outcomes, skills and knowledge required to use an authoring tool to produce discrete interactive sequences. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People responsible for developing small components to be integrated into a larger project apply the skills and knowledge described in this unit. They could be working under the direction of an interactive author or programmer to produce several web pages, or a sequence of screens for other forms of delivery. They need to draw on technical assistance from a programmer or other technical support personnel to produce sequences for server side technologies. In all cases, they are collaborating with other members of a team and need a sound understanding of the project on which they are working. More complex skills associated with authoring are covered in:
CUFDIG401A Author interactive media CUFDIG404A Apply scripting language in authoring.
Unit Sector
ELEMENT 1. Plan use of authoring tool
Identify a range of appropriate authoring software Discuss with relevant personnel the range of authoring software and their application to various delivery platforms Discuss with relevant personnel design specifications of the project Discuss with relevant personnel technical requirements of the project in order to select authoring software Load selected authoring software Create a new file for the specified task and name file using standard naming conventions Display and use tools and features of authoring software relevant to the authoring process
2. Prepare to use authoring tool
2.1 2.2 2.3
3. Produce interactive sequences
3.1 3.2 3.3 3.4 3.5 3.6 3.7
Produce screens and layout according to design specifications applying basic visual design principles Create interactive media components as required Source text content and apply style sheets to format text Source relevant media assets, optimise if required and integrate using appropriate file formats Produce and link all components according to storyboard and apply templates or themes Manipulate markup code where errors are occurring or to finetune functionality Save in appropriate file format to directory Check that interactive elements function with minimal error on a variety of systems Present sequence to relevant personnel Incorporate changes as required
4. Check functionality of interactive sequence
4.1 4.2 4.3
Required skills
communication and literacy skills sufficient to: interpret and clarify written or verbal instructions and design specifications interpret and apply information in user manuals for software applications ability to work as a member of a production team - both independently on assignment
and under direction technical skills sufficient to: use appropriate authoring software to proficiently author the sequences applying style sheets, templates or themes integrate media assets for specific bandwidths manage files and create appropriate directories efficiently use a computer, including keyboard shortcuts self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators,
requirements of interactive media projects basic knowledge of the features of a range of delivery platforms file formats of digital media assets and basic optimisation techniques HTML W3C Accessibility standards relevant to text and images basic visual design principles as listed in the range statement OHS standards as they relate to working for periods of time on computers

basic understanding of the relationship between technical and creative aspects and
information architects, programmers and coders
Authoring software may include:
Director Dreamweaver Flash FrontPage PageMill. designer graphic designer information architect interaction designer programmer supervisor trainer user interface designer other specialist staff. CD DVD internet kiosk mobile phone personal digital assistant (PDA) other wireless/mobile devices.
Delivery platforms may include:
Design specifications may include:
content inventory interactive script personas storyboard target audience technical requirements, such as: delivery platform screen resolution and size templates, style sheets and themes bandwidth information user interface design.
production of interactive sequences to be incorporated in
a:

game educational product promotional product information product training product e-commerce.
Visual design principles may include:
balance emphasis focal point movement perspective proportion scale unity. backgrounds banners icons interactive buttons interactive controls logos text titles user interfaces. animation audio documents, such as PDF, Word, PowerPoint and Excel graphics photo images text video. DIR/DCR FLA/SWF GIF HTML JPEG MOV MPEG PDF PICT RTF TIFF WMV.
Interactive media components may include:
Media assets may include:

development of several discrete interactive media
sequences that function as planned and demonstrate an understanding of basic visual design principles accuracy and attention to detail in the process of developing interactive media sequences. Assessment must ensure:
access to a range of resources, equipment and current
industry-standard software, as listed in the range statement 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.
evidence and third-party workplace reports of on-the-job performance evaluation of interactive sequences authored by the candidate written or oral questioning to test knowledge of file formats and delivery platforms.
CUFDIG304A Create visual design components.
CUS09 Music (Version 1.1) CUFDIG303A Produce and prepare photo images
CUFDIG303A
Unit Descriptor
Produce and prepare photo images

This unit describes the performance outcomes, skills and knowledge required to prepare photo images for integration into an interactive media sequence or product. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This role may be assigned to a graphic artist or, in a larger project, to a photographer who works closely with a programmer or interactive media author to publish required images. The photography ranges from digital still composition to panoramas for the production of virtual worlds. Photo images can include landscapes, objects and portraits. Specialist skills associated with photography are covered in:
CUVPHI06A Plan and carry out image capture in response
to a brief.
Unit Sector
ELEMENT 1. Use scanner to capture photo images
Source and select appropriate photographic images according to requirements of photographic project brief Discuss selection of images with relevant personnel Assess scanner features to ensure that outcomes will meet the requirements of brief Operate scanner according to manufacturer specifications Select scanner settings to ensure image capture meets production requirements Transfer and store photographic image files to a computer using standard naming conventions Discuss photographic project brief with relevant personnel Assess digital camera features to ensure that outcomes will meet the requirements of brief Plan camera shots taking into account lighting, framing, composition and other photographic techniques Load and operate digital camera according to manufacturer specifications Consider digital camera focus, exposure and shutter speed to ensure image capture meets production requirements Check photographic images for fitness of purpose to comply with brief Transfer and store photographic image files to a computer using standard naming conventions
2. Use digital camera to create photo images
2.1 2.2 2.3 2.4 2.5 2.6 2.7
3. Edit photo images
3.1 3.2 3.3 3.4 3.5
Load digital imaging software and import photo image source files Manipulate and save digital images using designated digital imaging software Create photo images that incorporate visual design and communication principles using designated digital imaging software Evaluate the outcome for visual impact, effectiveness and fitness for purpose Confirm outcome with relevant personnel Save files in appropriate output format to meet platform requirements Assign metadata tags if required Group files logically in a folder system using standard naming conventions Store files in share drive or repository for production team access
4. Prepare photo image assets
4.1 4.2 4.3 4.4
Required skills
communication skills sufficient to: interpret and clarify written or verbal instructions consult equipment operation manuals ability to work as a member of a production team - both independently on assignment technical skills sufficient to: proficiently use a scanner to reproduce photo images to specification proficiently use a digital camera to create well-composed photo images proficiently use digital imaging software to manipulate and prepare photo images manage files using standard naming conventions self-management skills sufficient to: work under pressure meet deadlines seek expert assistance when problems arise problem-solving skills sufficient to anticipate and resolve minor equipment set-up
and under direction
problems
Required knowledge basic photographic techniques basic principles of visual design and communication appropriate file formats for various platforms industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders basic understanding of the relationship between technical and creative aspects and requirements of interactive media projects basic knowledge of the features of a range of delivery platforms OHS regarding the use of scanners, cameras and computers, and handling and disposing of lithium batteries

e-commerce educational product game information product promotional product training product website. client designer graphic artist interactive media author programmer, coder and technical support people supervisor web manager other specialist creative and administrative staff. bit depth dynamic range optical resolution output format (e.g. RGB, greyscale or CMYK) platen size reflective or transmissive (film) range of film holders. bit depth colour or greyscale colour/target/working space crop destination dust and scratch handling (e.g. ICE, FARE) grain management (e.g. GEM) multi-sampling orientation output dimension and resolution or file size preferences/options restoration of colour (e.g. ROC) scaling sharpening source image type tones, contrast, colour cast, saturation.
Scanner features may include:
Scanner settings may include:
Digital camera features may include:
aperture automatic, program or manual settings batteries colour, target, working space compatibility with hardware and digital imaging software exposure compensation file format flash, fill flash lens focal lengths, such as wide angle, close-up and telephoto menu functions resolution - megapixels shutter speed size and type of memory card(s) subject modes white balance. composition depth of field dynamic range field of view framing lighting. wi d e range of programs, e.g.: Adobe Photoshop Adobe Photoshop Elements Adobe Photoshop Lightroom Apple Aperture Corel Paint Shop Pro Corel PhotoPaint GNU Image Manipulation Program (GIMP and GIMPshop).
Photographic techniques may include:
Digital imaging software may include:
Manipulating digital images may include:
appending text/type for files and captions brushing creating artistic effects cropping editing eliminating red eye emulating photographic effects image enhancement including tones, contrast, colour cast/tint, saturation masking layers retouching (i.e. cloning, rubber stamping, healing, patching) sharpening stitching (panoramic scenes) using layers for composites using pre-sets.
balance emphasis movement perspective proportion scale unity. communicates message conveys meaning meets audience requirements uses functional components. GIF JPEG PDF PICT PNG PSD TIFF. CD DVD games console internet kiosk mobile phone other video playback devices personal digital assistant (PDA) video player (iPods). author copyright notice date of capture/date created description EXIF and IPTC standards file size format headline/caption keywords/subject location/GPS coordinates resolution rights usage terms roll/identifier # subject time title version.
Communication principles may include:
Output formats may include:
Platforms may include:
Metadata tags may include:

ability to use digital imaging software to prepare high
quality photo images that satisfy the requirements of a range of briefs efficient operation of a scanner and digital camera to capture images. Assessment must ensure:
access to a range of resources and equipment currently
used by industry, including: flatbed scanner digital camera industry-standard graphics software 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.
evidence and third-party workplace reports of on-the-job performance evaluation of photo images prepared by the candidate on a number of occasions practical demonstration by the candidate of scanner and digital camera operation written or oral questioning to test knowledge of file formats and OHS issues.
CUFDIG304A Create visual design components.
CUS09 Music (Version 1.1) CUFDIG401A Author interactive media
CUFDIG401A
Unit Descriptor
Author interactive media

This unit describes the performance outcomes, skills and knowledge required to author a complete interactive media product, for example, a whole website. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People in this role need a sound understanding of mark-up languages (HTML and XML). In addition, they need to be familiar enough with scripting languages to use script libraries in authoring software to provide interactive features. Authors work primarily on client-side technologies. In the construction of dynamic websites, for example, they develop the templates, themes and style sheets for the programmers and technical support team to integrate into the database and install on a web server. Authors also develop forms and form objects, but the scripting for form processing is provided by programmers. Authors may also use a variety of authoring software to produce complex interactions such as digital simulations, games and puzzles. In interactive media development, authors are working with a team, including user interface designers, interactive designers, asset creators and server-side programmers. Skills associated with scripting are covered in:
CUFDIG404A Apply scripting language in authoring.
Unit Sector
ELEMENT 1. Identify multimedia elements
Obtain design specifications Locate content required for productions Discuss issues of integration and formats of media assets with relevant personnel Determine with relevant personnel an interactive sequence to become the prototype Identify range of industry-standard authoring software Assess the authoring software in relation to specified delivery platform Discuss selection of authoring software with relevant personnel to ensure selection will meet specified outcomes Select authoring software best suited to job requirements
2. Identify scope of authoring 2.1 software 2.2 2.3 2.4
3. Use authoring software
3.1 3.2 3.3
Load authoring software Create a new file for the specified task and name using standard naming conventions Display and use tools and features of authoring software relevant to the authoring process Slice and reassemble the user interface appropriate to the authoring software Import and assemble components in appropriate sequence according to creative requirements Create interactive features according to creative and technical requirements, sourcing and writing appropriate markup and scripting languages as required Check that interactive sequence conforms to navigation design Integrate media assets to ensure highest levels of technical performance Check that interactive sequence conforms to loading specifications Test for interoperability, eliminate all bugs and validate scripting Present interactive sequence as a prototype ensuring that sequence meets creative, production and technical requirements Save output file formats and identify for specified purpose Present prototype to relevant personnel Evaluate prototype against design specifications, including achievement of a creative and user-centred product Discuss and agree on required changes Assist in user trials as required Evaluate feedback from user trials Seek confirmation from relevant personnel to transform prototype into final product Make necessary changes as indicated by user trials Replicate prototype functionality to complete the interactive product Make final checks to ensure sequences conform to design specifications Test for interoperability, eliminate bugs and validate scripting Save to specified storage system accessible to production team Assist in loading product to specified platform as required
4. Create interactive sequence
4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9
5. Evaluate interactive prototype
5.1 5.2 5.3 5.4 5.5 5.6
6. Seek confirmation from relevant personnel to transform prototype into final product
6.1 6.2 6.3 6.4 6.5 6.6
Required skills
communication and literacy skills sufficient to interpret and clarify written or verbal ability to work as a member of a production team - both independently on assignment technical skills sufficient to: correctly interpret design briefs, and design and technical specifications proficiently use appropriate authoring and graphics software seamlessly integrate and optimise a range of media assets to highest levels of
instructions
and under direction
technical performance create and apply style sheets, templates or themes to conform with W3C Accessibility standards as they apply to client-side technology manage files and directories using standard naming conventions and version control protocols initiative and flexibility in the context of troubleshooting and solving problems as they arise during the authoring process self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance as required Required knowledge
scope and applicability of industry-standard authoring software technical requirements for integrating digital content for use on a range of delivery
platforms, including: animation graphics text video audio user-centred design principles design principles of layout and composition industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders sound understanding of the relationship between technical and creative aspects and requirements of interactive media projects sound knowledge of the features of a range of delivery platforms markup and scripting languages as they apply to relevant authoring software W3C Accessibility standards purpose and process of validation and the role of interoperability standards issues and challenges that arise in developing interactive media products OHS standards as they relate to working on computers for periods of time
creative requirements navigation design priority levels of W3C Accessibility standards storyboards technical specifications, including: disk space delivery platform file format for final product time user interface design.

e-commerce educational product game information product interactive application promotional product training product website. animation audio graphics images text video. animator artist asset creator graphic designer graphic interface designer instructional designer navigation designer programmer project manager sound engineer video producer other specialist staff.
Industry-standard authoring software may include:
Authorware Breeze Captivate Contribute Director Dreamweaver Flash GoLive PageMill RoboDemo graphics software, including: Photoshop Fireworks Illustrator simulation software, such as LabView.

Delivery platform may include:
CD DVD internet kiosk mobile phone personal digital assistant (PDA) other wireless/mobile devices. ActionScript HTML JavaScript Lingo XML other proprietary scripting languages. DIR/DCR FLA/SWF HTML PDB PDF PRC TXT WAP XML other proprietary formats.
Markup and scripting languages may include:
Output file formats may include:

development of an integrated and fully functional
interactive media product that: conforms to design specifications meets W3C Accessibility standards demonstrates creativity in design solutions collaborative approach to work. Assessment must ensure:
access to a range of resources, equipment and current
industry-standard software as listed in the range statement 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.
evidence and third-party workplace reports of on-the-job performance evaluation of at least two interactive products authored by the candidate written or oral questioning to test knowledge of the processes followed to develop an interactive product and the respective roles and responsibilities of team members.
CUFDIG404A Apply scripting language in authoring ICAU4207B Apply web authoring tool to convert client
data for websites.
CUS09 Music (Version 1.1) CUFDIG402A Design user interfaces
CUFDIG402A
Unit Descriptor
Design user interfaces

This unit describes the performance outcomes, skills and knowledge required to design user interfaces for interactive media products. Prototype testing of interfaces with, for example, focus groups, is a key aspect of the role. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit requires the application of visual communication principles to the design of user interfaces that form part of interactive media products, such as web environments, games or e-learning resources. People in this role respond to clearly defined briefs. They work collaboratively in a team environment where the expertise of other team members, e.g. designers and programmers, contributes to the final specifications for user interface designs. More complex skills associated with the testing and design of whole interactive media products are covered in:
CUFDIG501A Coordinate the testing of interactive media CUFDIG502A Design web environments CUFDIG503A Design e-learning resources CUFDIG504A Design games.
products
Unit Sector
ELEMENT 1. Identify project requirements
Discuss concept with relevant personnel to ensure that design briefs are fully understood Identify technical parameters of interactive media products, including delivery platform Identify target audience and user characteristics Obtain information architecture specifications if available Visualise concepts and develop preliminary sketches based on content architecture and audience characteristics Sketch basic screen layout showing main spatial zones Specify functional areas within screen layouts Specify metaphors and look and feel of user interfaces Develop final detailed sketches taking into consideration all ideas generated Gain approval from relevant personnel to ensure that interfaces meet all requirements Write user interface design specifications to include relevant advice to development teams
2. Draft design specifications
2.1 2.2 2.3 2.4 2.5 2.6 2.7
3. Finalise user interface designs
3.1 3.2 3.3
Develop focus test plans for user interfaces to identify their strengths and weaknesses Incorporate design changes to information architecture in design specifications Obtain final agreement from relevant personnel for finished designs
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions interpret design briefs and results of focus tests work collaboratively in a team environment present user interface design concepts to team members for discussion and feedback respond constructively to feedback received from other team members complete workplace documentation conceptual and creative skills to generate a range of ideas for user interfaces technical skills sufficient to create designs using storyboards, maps and other diagrams
to specify the architecture and navigation of interactive media products self-management and planning skills sufficient to: prioritise work tasks and meet deadlines seek expert assistance when problems arise Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, sound understanding of the relationship between technical and creative aspects and
information architects, programmers and coders
requirements of interactive media projects issues and challenges that arise in designing user interfaces principles of visual design and communication, including user-centred design principles technical parameters of various platforms and how these impact on user interface designs typical formats and techniques for documenting user interface designs OHS standards as they relate to working for periods of time on computers
art director client educator graphic designer head of department information architect instructional designer programmer technical director technical staff other specialist creative and administrative staff. CD DVD games console internet kiosk mobile phone personal digital assistant (PDA) other wireless/mobile devices.
Audience and user characteristics may include:
computer literacy demographics, such as: age gender education occupation cultural background location hobbies interests internet literacy language, literacy and numeracy personas specific needs - physical or psychological.
Information architecture specifications may include:
content inventory diagrams flow charts maps navigation charts plans storyboards wire frames. banners content areas grids headings images logos media assets menu systems subheadings. 2D and 3D viewports buttons edit boxes list boxes login facility menus picture boxes radio buttons scroll bars search facility text boxes. ambience brand colour combinations design elements meaning message metaphor theme tone.
Spatial zones may include:
Functional areas may include:
Look and feel may include:
composition design features, including: logos banners photographs illustrations diagrams layout look and feel sketches.
Focus test may include:
documentation of focus test outcomes environment and facilities focus test implementation plan focus test objectives test group members selected according to test plan and criteria, such as: age sex location other socioeconomic factors.

clearly documented and user-tested user interface design ability to work effectively as a member of a production
specifications for an interactive media product team.

access to briefs on which to base user interface designs access to appropriate learning and assessment support use of culturally appropriate processes and techniques
when required
evidence and third-party workplace reports of on-the-job performance evaluation of at least two user interfaces designed by the candidate written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
CUFDIG304A Create visual design components CUFDIG403A Create user interfaces.
CUS09 Music (Version 1.1) CUFDIG403A Create user interfaces
CUFDIG403A
Unit Descriptor
Create user interfaces

This unit describes the performance outcomes, skills and knowledge required to create a user interface for an interactive media product. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
A person who applies the skills and knowledge outlined in this unit works to technical and creative specifications provided by a user interface designer or other designers. There is scope for individual creativity because a person in this role is expected to generate a range of design options that respond to concepts documented in design specifications. However, these ideas need to demonstrate a sound understanding of user-centred design principles, as well as comply with standards that apply to the specific platforms on which the user interface will be run. This work is undertaken with some supervision or guidance. Skills associated with designing user interfaces are covered in:
CUFDIG402A Design user interfaces.
Unit Sector
ELEMENT 1. Clarify project requirements
Use design specifications in consultation with relevant personnel to clarify the target user, audience and purpose of interactive media products Obtain samples of text content and media assets to be integrated into user interfaces Determine file output format for delivery platform of interactive media products Research interactive media product user interfaces, designs, images, artwork and other creative sources that may inspire design ideas Obtain other relevant information that may influence or be incorporated into design ideas Determine need for copyright clearance and identify potential for fair use of copyright material Obtain and record copyright clearance if required Use sketches and concepts in specifications as the basis for generating range of design ideas that are technically feasible and provide creative solutions to all design issues Present interface design ideas to relevant personnel for discussion and feedback
2. Generate ideas
2.1 2.2 2.3 2.4 2.5 2.6
3. Plan approach
3.1 3.2 3.3 3.4
Select final design, incorporating feedback from relevant personnel as required Identify range of appropriate industry-standard graphics software Discuss and select graphics software with relevant personnel to ensure selection meets specified outcomes Explore range of typographical and visual design elements that could be used in development of interface designs Use graphics software to develop structure for user interfaces based on final design concepts Source or create and integrate all graphic interactive components Apply visual design and communication principles to the development of user interfaces Ensure that user interfaces meet the principles of user-centred design and relevant standards Ensure that user interfaces enhance the display of digital content Document styles for text and presentation for use in style sheets and templates or themes Save user interfaces in an appropriate output format that satisfies technical parameters in consultation with relevant personnel Review user interfaces to assess effectiveness of creative solutions, appropriateness to the user and audience, and technical feasibility Discuss and confirm with relevant personnel additional requirements or modifications to the overall design and undertake any necessary amendments
4. Produce user interfaces
4.1 4.2 4.3 4.4 4.5 4.6 4.7
5. Evaluate user interfaces
5.1 5.2
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions interpret design specifications work collaboratively in a team environment - both independently on assignment and present a range of user interface designs to team members for discussion and respond constructively to feedback received from other team members complete workplace documentation
under direction feedback
creative skills sufficient to: generate feasible ideas for user interface designs that meet specifications apply visual design and communication principles to produce user interface designs technical skills sufficient to: proficiently use graphics software to produce user interface designs create user interface designs to meet standards and platform parameters manage files and directories using standard naming conventions self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, sound understanding of the relationship between technical and creative aspects and issues and challenges that arise in creating user interfaces standards as they apply to user interfaces, including W3C Accessibility,
information architects, programmers and coders requirements of interactive media projects
interoperability, usability and readability visual design and communication principles, including user-centred design principles design elements typography copyright clearance procedures OHS standards as they relate to working for periods of time on computers
creative requirements manufacturing specifications navigation design priority levels of W3C Accessibility standards storyboards technical specifications, including: disk space bandwidth delivery platform file format for final product user interface design.

graphic designer information architect instructional designer navigation designer product designer programmer project manager other specialist staff. business and corporate community education entertainment personal promotion training. e-commerce educational product game information product interactive application promotional product social network training product website.
Interactive media products may include:
animation audio graphics images text video.
Output formats may include:
bitmap image digital formats, such as: GIF JPEG PDF TIFF PICT PNG HTML PSD vector image.
CD/DVD games console internet kiosk mobile phone personal digital assistant (PDA) other wireless/mobile devices. brands logos previous versions of interfaces printed materials promotion materials style guides trademarks. Fireworks Illustrator Photoshop Photoshop Elements. alignment fonts and typefaces kerning leading point and size serif or sans serif tracking.
Relevant information may include:
Graphics software may include:
Typographical elements may include:
Visual design elements may include:
colour form line shape texture tone. backgrounds banners icons interactive buttons interactive controls logos menus search boxes. balance emphasis focal point movement perspective proportion scale unity. communicates message conveys meaning meets audience requirements uses functional components.
Interactive components may include:
Principles of user-centred design may include:
clear feedback and instructions consistent behaviour and design for: common interface elements menu systems search boxes layout iconography typography colour easy exit if wrong path selected plain English for text and instructions simplicity support for work tasks.
interoperability readability usability W3C Accessibility.

creation of user interfaces that: visually communicate to target user and audience meet required standards and technical parameters of ability to work effectively as a member of a production
the specified platform
team.

access to design specifications typically used in industry access to current industry-standard software as listed in access to appropriate learning and assessment support use of culturally appropriate processes and techniques
the range statement when required
evidence and third-party workplace reports of on-the-job performance evaluation of a range of user interfaces created by the candidate in response to design specifications written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
CUFDIG304A Create visual design components CUFDIG402A Design user interfaces.
CUS09 Music (Version 1.1) CUFDIG502A Design web environments
CUFDIG502A
Unit Descriptor
Design web environments

This unit describes the performance outcomes, skills and knowledge required to design web environments. A web environment may consist of one or many web applications and technologies integrated in various combinations. The design is focused on how these applications and technologies are combined and used, and the way in which interactive content is accessed by users. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
A person in this role works with clients to develop design specifications for web environments. Other specialised designers, graphic artists and programmers working as a team undertake the development of design specifications. Higher order skills associated with developing and documenting concepts that could be used as the basis for design specifications are covered in:
BSBCRT501A Originate and develop concepts.
Unit Sector
ELEMENT 1. Determine project requirements
Analyse project brief to identify purpose of, and target audience for, web environments Consult with clients to clarify project requirements Identify target audience characteristics and determine how these influence all aspects of design Identify content to be incorporated and generated and how this content is to be accessed, searched or delivered Research web environments and analyse their potential Analyse how these web environments meet audience and content requirements Identify issues relating to delivery platform and standards , and determine how these may affect web environment options Consult relevant personnel to ensure that all possible web environment options are considered Select web environments that will meet creative, production and technical requirements
2. Research and select web environments
2.1 2.2 2.3 2.4 2.5
3. Draft design specifications
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9
Design the architecture of web environments to show interrelationship between environment components Identify each web environment and specify its individual interactive features, functionality and navigation and its relationship to design as a whole Identify content components and specify how these will be logically structured and integrated into and/or generated by web environments Specify levels of access permissions to web environments as required Specify media assets as required Specify user interfaces of web environments Specify production requirements , including appropriate testing strategies Write draft design specifications to include all relevant advice to design and development teams Discuss draft design specifications with client to ensure designs are consistent with project briefs Review designs against required project outcomes, as well as client and audience needs Review designs to ensure they meet creative and technical requirements Adjust designs as necessary after discussions with relevant personnel Clarify legislative or ownership issues to comply with production and organisational requirements Confirm with client acceptance of design specifications, including deliverables, milestones and timelines
4. Review and confirm design specifications
4.1 4.2 4.3 4.4 4.5
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written proposals and creative briefs work collaboratively in a team environment present ideas for the design of web environments for discussion and feedback from initiative, enterprise and creativity in the context of: generating ideas for the design of web environments thinking laterally when developing concepts undertaking background research into web environments maintaining design integrity finding solutions to problems encountered when designing web environments finding ways to minimise the effect of technical constraints ensuring there is an intuitive and logical flow to the navigation of web environments technical skills sufficient to create storyboards, maps and other diagrams to specify the self-management skills sufficient to: meet deadlines provide appropriate and timely documentation clearly and concisely document specifications for the design of web environments
team members
architecture and navigation of web environments
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators,
information architects, programmers and coders sequence and interrelationship of stages in the process of developing web environments broad range of web applications and technologies web design and its relationship to web optimisation strategies web standards, including SCORM, usability, W3C Accessibility and interoperability issues and challenges that arise in designing and developing web environments typical formats and techniques for documenting the design of web environments OHS standards as they relate to working for periods of time on computers intellectual property rights and copyright clearance procedures
business and corporate community education entertainment government information and news knowledge management personal promotion training.
Project requirements may include:
access to facilities and resources budget deliverables milestones personnel, including: number availability expertise prototyping technical issues, including: delivery platform disk space bandwidth testing plan timelines.
computer literacy demographics, such as: age gender education occupation location cultural background hobbies interests internet literacy language, literacy and numeracy personas specific needs - physical or psychological.
Audience characteristics may include:
Web environments may include one or combinations of:
audio streaming blog chat conferencing tool content learning management system (CLMS) content management system (CMS) database repository discussion forum dynamic website electronic newsletter interactive calendar interactive form learning management system (LMS) podcast RSS feed static website TiVo video streaming other online collaboration and social network tools. digital television set internet mobile phone other wireless/mobile devices personal digital assistant (PDA). interoperability SCORM usability W3C Accessibility. art director client educator graphic designer head of department information architect instructional designer programmer technical director technical staff other specialist creative and administrative staff.
animation audio audio/visual files, such as PowerPoint graphics images text text documents, such as PDF and Word video. levels of expertise production deadlines production schedules production team production values testing strategies. alpha beta completion continuous milestone prototype staged. content inventory diagrams flow charts maps navigation charts plans storyboards technical specifications user interface mock-ups wire frames. access and equity clearances confidentiality copyright intellectual property rights non-disclosure agreements open source licensing ownership of assets product licensing.
Testing strategies may include:
Legislative or ownership issues may be:

design specifications for web environments that: are well documented and clearly presented meet client and audience requirements are technically feasible ability to work effectively as a member of a production
team.

practical demonstration of skills through the design of access to project briefs on which designs can be based access to appropriate learning and assessment support use of culturally appropriate processes and techniques
web environments for at least two projects when required
evidence and third-party workplace reports of on-the-job performance evaluation of designs for web environments documented by the candidate and of their effectiveness in terms of meeting project requirements observation of a candidate presenting his/her design for web environments to team members and explaining how it meets requirements written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
CUFDIG505A Design information architecture CUFPPM404A Create storyboards.
CUS09 Music (Version 1.1) CUFGMT301A Repair and maintain production equipment
CUFGMT301A
Unit Descriptor
Repair and maintain production equipment

This unit describes the performance outcomes, skills and knowledge required to repair and maintain production equipment used in the screen, media and entertainment industries. In some States and Territories of Australia, a restricted electrical licence is required to repair and maintain production equipment. Restricted electrical licences allow a person to carry out electrical work incidental to a trade. Incidental work may include fault-finding on equipment or changing like for like equipment by disconnecting and reconnecting the fixed wiring. It does not include any other changes to the fixed wiring. Testing and tagging of electrical equipment must be carried out by a person with the relevant certificate of competency in accordance with the performance specifications of: Australian Standard 3760: 200 In-service safety inspection and testing of electrical equipment Australian Standard 3002: 1985 Electrical installations shows and carnivals In some States and Territories a licensed electrician would be required to undertake the tasks outlined in element 2. This unit contains employability skills.
Technicians working with equipment in the screen, media and entertainment industries typically apply the skills and knowledge described in this unit. Under the supervision of a technical director or senior production staff, they are responsible for basic repairs and maintenance of equipment and facilities needed for a wide range of productions. Complex repairs requiring specific mechanical, electrical or electronic skills are referred to specialist service technicians, e.g. major electrical repairs are carried out by licensed electricians.
Unit Sector
Construction and maintenance general maintenance
ELEMENT
1. Undertake routine 1.1 maintenance of equipment 1.2 1.3 1.4
Clean and maintain equipment , cables and accessories according to organisational procedures Conduct safety checks on equipment according to manufacturer instructions and OHS guidelines Check and replace spares and consumables and ensure production equipment is ready and available to productions at specified locations Complete required documentation to ensure accurate records of checked and maintained items, and provide copies to relevant personnel
2. Attend to the repair of production equipment
2.1 2.2 2.3 2.4 2.5 2.6 2.7
Recognise faults and safely shut down equipment if necessary, following manufacturer instructions and organisational procedures Isolate fault to specific equipment or parts of equipment using fault detection procedures, and determine nature of repair requirements Tag faulty production equipment according to organisational procedures Make minor repairs to faulty equipment according to safety requirements and manufacturer instructions and within level of own responsibility Refer complex repairs to technical specialists or licensed personnel in consultation with relevant personnel Where appropriate, have technical specialists pilot the repair from a remote location Discuss faults and repair needs with technical specialists, demonstrating correct use of terminology Undertake simple modifications to equipment, ensuring current safety measures and deadlines are met Complete documentation according to organisational procedures and distribute to relevant personnel as required Review repair and maintenance activities to ensure compliance with legislation and organisational procedures
3. Review and document maintenance activity
3.1 3.2 3.3
Required skills
technical skills sufficient to: test for and diagnose faults in equipment undertake minor repairs on faulty equipment conduct general maintenance of equipment re-assemble equipment under repair and re-align as required tag or label equipment according to its repair status use safe electrical work practices use appropriate tools for detecting and repairing faults demonstrate good equipment storage techniques to enhance overall maintenance self-management and planning skills sufficient to work under pressure and meet literacy skills sufficient to: interpret service documentation and manuals, e.g. specifications and manufacturer
deadlines
instructions complete fault and maintenance reports communication skills sufficient to: work effectively as a team member liaise with technical specialists provide reports to relevant personnel on equipment status Required knowledge

typical maintenance needs and schedules for the range of equipment in use cleaning agents, equipment and techniques techniques and processes for the detection of faults for specified equipment common faults and associated repair procedures for the range of equipment in use spare parts and sub-assemblies used in either sound, lighting or vision equipment repair and maintenance effects of not operating and maintaining equipment in optimal conditions, e.g.effect of bad ventilation on equipment meaning and use of electrical measurements, including voltage, current resistance, insulation and power sources (AC/DC) legal and licensing issues that impact on the repair and maintenance of equipment, including the role of the restricted electrical licence, testing and tagging certification, and limitations on the type of work that can be undertaken without a licence sources of products, supplies and equipment affect of technology on production equipment duty of care to colleagues and general public OHS and public safety legislation and regulations as they apply to technical maintenance activities
Maintenance of equipment may include:
camera and sound equipment, including: cleaning and dusting equipment cleaning microphones and replacing inserts replacing batteries cleaning heads on recorders and playback units checking continuity of cables correct storage of equipment aligning and adjusting recording and playback units cleaning recording playback medium making back-up copies of recordings lighting equipment, including: 1 cleaning exteriors and interiors of lanterns, bulbs, lenses,
glands and correct fitting of plug tops 3 logging lamp hours and replacement 4 maintaining lighting dimmers, control desks and faders: trimming top and bottom settings in analogue systems connectors continuity of cables socket outlets dimmer curve in digital dimmers checking equipment, including: focus knobs and mechanisms Par Lamps colour runners locking knobs and clamping mechanisms shutters and barn doors safety chains lamp bases lamp alignment light leakage continuity and polarity of power and data cables 5 maintaining control desks, including : cleaning surface of control desk and peripherals cleaning faders and push-button switches checking that all connectors are in good order checking operation of desk and peripherals modifying operator position checking and cleaning disk drive and back-up system where a person has a restricted electrical licence, maintenance may include checking:
2 checking cables for intact insulation, operational restraining
reflector assembly and lantern accessories
that jug plugs or other connectors are in good
good condition continuity of earth continuity of circuit from plug top to lamp that there is no connection between earth and either neutral or active wires vision systems, including: dusting and cleaning exteriors and interiors of all types of vision systems cleaning lenses cleaning microphones and replacing inserts cleaning heads on recorders and playback units checking cords and cables are in good condition with insulation intact checking locking and clamping mechanisms are in good order testing and replacing batteries aligning and adjusting playback equipment checking and replacing globes checking control units, focus and slide trays checking and cleaning screens replacing consumable or readily exchangeable parts, e.g. globes, batteries, gels, filters, screens and lenses checking and storing audiovisual materials and copying materials preparing back-up copies of materials.
that internal wiring is correctly connected and in
working order
camera mounts batteries and battery packs lighting accessories, e.g.: focus knobs and mechanisms suspension bolts and brackets shutters and barn doors safety chains lamp bases lamp alignment sound accessories, e.g.: microphone leads windsocks brackets and stands connectors fuses spare faders headphones vision system accessories, e.g.: truss rostrums and lecterns curtaining masking trolleys stands mounting brackets chains and other rigging (within scope of licensing camera pedestals camera controls, e.g. hot head.
requirements)
Organisational procedures may include:
documenting repair and maintenance activities providing back-up materials updating contact lists for repair specialists and suppliers writing and attaching labels to faulty equipment.
batteries cables connectors disks, e.g. DVD and CD filters fuses gels globes head cleaners lenses pegs and screws screens soldering iron and solder springs tapes test tapes testing equipment voltmeter.
lighting, including: lanterns and luminaires fresnels moving lights control desk peripherals dimmers mirror balls strobe lights smoke machines fog machines accessories sound, including: microphones of all types amplifiers speakers mixing desk effects rack tape machines headphones and headsets digital recorders CD and DVD players sequencer and sampler test equipment, e.g. voltmeters and diagnostic tools two-way communication devices vision systems, including: lenses cameras and accessories control desks mixers camera control unit (CCU) monitors screens.
animations backstage monitoring documentaries events and performances feature films festivals front of house displays interactive media productions live theatre outside broadcasts short films sporting events. attractions and theme parks auditoriums and classrooms clubs and hotels conference venues film locations outdoor venues outside broadcasts public spaces and buildings studios theatres. back-up materials equipment diagrams and design specifications fault reports inventories maintenance schedules manufacturer instructions operating manuals supplier information. camera crews clients designers editors graphic artists heads of departments lighting directors photographers sound technicians and engineers staging or lighting crew suppliers technical producers and directors technical specialists vision operators.
Locations may include:
Minor repairs may be:
for camera and sound equipment, e.g.: replacing or tagging items that do not require electrical
or electronic skills making up leads replacing connectors replacing parts of microphones and stands replacing fuses and faders for lighting equipment, e.g.: replacing faulty globes in lanterns, work lights, emergency lights, dressing-rooms and other areas of a venue replacing defective colour replacing blown fuses in dimmers replacing faulty control desk faders and push-button switches replacing faulty control desk cards or modules for vision systems, e.g.: any instance where a faulty item can be removed and replaced simply and tagged without specific electrical or electronic skills changing blown globes replacing fuses, faders, parts of microphone stands and sound equipment connectors exchanging parts of equipment, such as cables, lenses, trays, microphones, sound recording and playback equipment changing faulty control systems, mixers, patch bays, cables, remote units, speakers and projectors. Licensed personnel may include:
accredited equipment specialists, e.g. for telephony qualified electricians riggers.

ability to undertake routine repairs and maintenance on
equipment used in a specified production area correct selection and use of tools application of logical fault detection procedures correct interpretation of service and technical manuals knowledge of the technical features of major types of equipment in a specified production area knowledge of OHS principles and issues in relation to the repair and maintenance of equipment in a specified production area. Assessment must ensure:
practical demonstration of skills within an environment
with a range of operational and industry-current equipment on which the candidate can work completion of fault detection, repair and maintenance tasks within typical workplace time constraints access to a venue where repairs and maintenance can be completed access to the tools required to complete repair and maintenance tasks 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.
evidence and third-party workplace reports of on-the-job performance direct observation of the candidate undertaking repair and maintenance tasks inspection of items repaired or maintained by the candidate review of repair report prepared by the candidate written or oral questioning to test knowledge of typical production equipment and OHS issues and regulations.
CUFCAM201A Assist with a basic camera shoot CUFLGT301A Prepare, install and test lighting
equipment.
CUS09 Music (Version 1.1) CUFIND201A Develop and apply creative arts industry knowledge
CUFIND201A
Unit Descriptor
Develop and apply creative arts industry knowledge

This unit describes the performance outcomes, skills and knowledge required to develop and apply basic industry practices within the creative arts industries. This unit addresses the collection, application and updating of general information relevant to work roles within the creative arts industry sectors, including industry structures and operations, employment obligations and opportunities, the impact of new technology and the identification of industry laws and regulations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit underpins effective performance within the following industry sectors:

Entertainment Film, Television, Radio and Interactive Media Museums and Library Services Music Visual Arts, Craft and Design.
This unit requires a basic application of creative arts industry knowledge. The advanced application of creative arts industry knowledge is addressed in individual units developed for specific job tasks.
Unit Sector Industry capability industry context
ELEMENT 1. Source and apply industry information
Seek information on the structure and operation of the creative arts industries using appropriate sources Seek information on employment obligations and opportunities within the creative arts industries using appropriate sources Seek information on new technology affecting the creative arts industries using appropriate sources Comply with copyright requirements when accessing information Apply information in day-to-day work activities to enhance quality of work performance Seek information on laws and regulations affecting the creative arts industries using appropriate sources Identify implications of breaching laws and regulations affecting the creative arts industries Apply information to ensure laws and regulations are not breached in day-to-day work activities
2. Identify industry laws and regulations
2.1 2.2 2.3
3. Update and maintain industry knowledge
3.1 3.2 3.3 3.4
Identify and use a range of opportunities to update knowledge of the creative arts industries Identify current issues of concern to the creative arts industries Share updated knowledge with colleagues Establish and maintain effective contacts in the creative arts industries
Required skills

communication skills sufficient to communicate industry information to colleagues learning skills sufficient to maintain knowledge of industry information literacy skills sufficient to read and understand industry information and terminology numeracy skills sufficient to interpret relevant technical data planning and organising skills sufficient to identify relevant industry information technology skills sufficient to access and download industry information
Required knowledge
basic understanding of the following areas and how they apply to day-to-day work
activities (in relation to the particular creative arts industry sector in which knowledge is being assessed): industry structure and operation employment obligations and opportunities new technology laws and regulations current issues of concern
Structure and operation may include:
distribution channels for products and services industry sectors and their products and services key contacts and support networks major industry bodies and associations prominent practitioners and practices relationship with other creative arts industry sectors specific features of local and regional industry sectors, including their relationship with local community. Entertainment Film, Television, Radio and Interactive Media Museums and Library Services Music Visual Arts, Craft and Design.
Creative arts industries may include:
agents and artists' managers copyright representatives discussions with current industry practitioners, colleagues
and community groups electronic and print media, including news, reviews and articles employee and industry association representatives events, including industry functions, conferences, trade fairs, community activities, expositions, exhibitions, festivals and social events government bodies and associated publications induction kits industry managers internet libraries and telephone books peak copyright organisations personal observations and experience reference books, industry information sheets, magazines and journals retail and wholesale suppliers of products and services technical publications training programs, seminars, conferences, symposiums, workshops, master classes and other professional development opportunities union publications (e.g. newsletters, magazines, bulletins and letters) and other sources of industrial relations information.
Employment obligations and opportunities may include:
career opportunities and career paths codes of conduct and codes of ethics employer bodies and professional associations employment conditions employment contracts and job descriptions industrial relations issues, including award provisions, enterprise bargaining agreements and non-award areas roles, responsibilities and employment rights of individuals and contracted freelance workers unions.
advances in any type of equipment or technology used likely effects of new technology on current work practices sources of technical advice and support ways of upgrading skills to allow for the use of new
New technology may include:
within the industry
and the structure of the industry technology.
Laws and regulations may include:
anti-discrimination consumer protection contempt of court copyright defamation duty of care environmental issues equal employment opportunity industrial relations, awards and enterprise agreements insurance issues intellectual property libel obscenity OHS plagiarism privacy legislation racial vilification slander.
Current issues of concern may include:
changing nature of the marketplace, including marketing
and production of products and services cultural protocols funding policies government initiatives importing and exporting issues industry contraction or expansion insurance issues taxation issues trends in industry practice.

ability to source industry information ability to seek appropriate assistance to collect industry ability to apply industry information to day-to-day work understanding of the ways in which to maintain currency
information
activities to enhance work outcomes of industry knowledge.
This unit of competency applies to a range of creative arts industry sectors. The focus of assessment will therefore depend on the industry sector involved. Assessment must be customised to meet the needs of the particular industry sector in which performance is being assessed. Assessment should only address those variable circumstances, listed in the range statement, which apply to the chosen context. Assessment must ensure:
access to appropriate technology to collect, download access to a range of relevant and current industry access to appropriate learning and assessment support
and store industry information information
when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.

direct observation of the candidate collecting and case studies to assess ability to apply knowledge to written or oral questioning to test knowledge of the
organising industry information
different industry contexts and situations
different aspects or distinguishing features of the creative arts industries review of portfolios of evidence and third-party workplace reports of on-the-job performance, including authenticated samples of work in collecting and organising industry information.
CUS09 Music (Version 1.1) CUFIND301A Work effectively in the screen and media industries
CUFIND301A
Unit Descriptor
Work effectively in the screen and media industries

This unit describes the performance outcomes, skills and knowledge required to work in a team environment in the film, broadcasting and digital media industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People working in a wide range of occupations in the screen and media industries apply the skills and knowledge described in this unit. They could be working in program production, program presentation, administration, studio operations, broadcast technology, online services, film and sound archives, graphics, scenic art, props, set construction, wardrobe, or technical operations such as lighting, camera and sound. Production teams vary in size from a few people to hundreds, depending on the scale of productions. All team members need a basic understanding of stages in the production process, as well as the roles and responsibilities of personnel involved in the production chain. They also need to understand the culture of the organisation for which they are working, whether their job is permanent or on a contract basis for the duration of a production. Even though people at the level described in this unit work under supervision, they are expected to demonstrate a range of well-developed skills requiring some discretion and judgement. More complex skills associated with working as a freelancer are covered in:
CUFIND401A Provide services on a freelance basis.
Unit Sector
No sector assigned
ELEMENT 1. Communicate effectively with others
Discuss and agree on own tasks and responsibilities in ways that promote good working relationships Negotiate changes to duties in a constructive manner that takes into account the importance of collaboration to the effectiveness and productivity of work in the industry Share information about the results of own work with others who require the information Treat others courteously and in ways that acknowledge their contribution to productions or projects Take into account particular production or project issues that colleagues or clients may have and the protocols to use in resolving them Participate in negotiations to find workable solutions to conflicts that have the potential to reduce personal and team productivity Complete workplace documentation as required Complete enterprise-specific or other training as appropriate Identify opportunities for ongoing professional development and take appropriate action in consultation with relevant personnel Maintain currency of own industry knowledge through a variety of sources and apply information in day-to-day work activities to enhance quality of work performance Respond positively to constructive feedback on own performance and take action to improve as required Apply values of the organisation to job role Follow organisational work procedures, protocols and other guidelines Comply with relevant legislative and regulatory requirements Comply with relevant industry codes of practice and guidelines Undertake all work with due regard to OHS requirements and procedures Contribute ideas about improving work practices and productivity in appropriate forums Participate in and provide feedback on initiatives aimed at improving work practices
2. Take responsibility for own personal development
2.1 2.2 2.3 2.4
3. Perform own job role effectively
3.1 3.2 3.3 3.4 3.5
4. Participate in quality improvement activities
4.1 4.2
Required skills
communication and teamwork skills sufficient to: clarify work requirements work as a member of a production team - both independently on assignment and use information networks to keep abreast of industry developments relevant to own
under direction
job role put forward ideas clearly and constructively when discussing or seeking changes to work arrangements maintain good relationships, even when disagreeing with others initiative and enterprise in the context of being flexible in response to unexpected changes in work schedules problem-solving skills sufficient to distinguish between issues that can be resolved within the parameters of delegated work role authority, and those that must be passed on to higher level officers self-management skills sufficient to: prioritise work tasks balance the need for personal efficiency with the needs of others and production requirements work within deadlines make decisions within level of own responsibility seek expert assistance when problems arise literacy skills sufficient to read and understand industry information and terminology technical skills sufficient to: access and download information from the internet use a computer and other office equipment for the purposes of work role
Required knowledge
broad understanding of: roles and responsibilities of personnel in the relevant sector of the screen and media basic understanding of common law and broadcasting codes of practice sufficient to OHS standards as they apply to working in the relevant sector of the screen and media industry terminology
industries
identify issues that could lead to legal action industries
Productions or projects may include:
commercials feature films film and sound archival projects live or prerecorded radio and television productions, e.g.: music drama documentaries comedy variety sport programs news current affairs game and quiz shows outside broadcasts live events and performances talkback music videos online: discussion forums audio streaming video streaming short films.

Production or projectissues may include:
availability of personnel availability of resources available budget end user production schedule production values requirement that programs go to air on time target audience technical parameters and requirements timelines.
Protocols may include:
enterprise procedures for complying with privacy
regulations observing protocols of companies or organisations appearing in productions taking appropriate account of cultural and religious practices when recording or filming material for broadcast.
booking sheets and confirmations budget reports call sheets cast information contact lists copyright clearances cue sheets diary entries documentation on scripts and ancillary information, such as: shot descriptions shot numbers camera numbers cue information lighting cues videotape track information graphics or digital effects information durations timings fault reports file notes general in-house correspondence, such as: memos notes email hazard reports records of meetings running sheets schedules timesheets.
Training may include:
on-the-job, e.g.: features of and procedures for using specified
equipment and facilities administrative procedures and protocols workplace health, safety and security procedures equipment maintenance procedures features and functions of specified broadcast facilities, equipment and network systems overview of the technology infrastructure supporting a broadcast network overview of international, national and regional operations staffing structure and chain of reporting regulations that apply to specific enterprises off-the-job, e.g.: short courses skill sets national vocational education and training (VET) qualifications state-accredited qualifications.
broadcasters camera personnel designers directors editorial staff film laboratory personnel floor managers graphics personnel legal advisers lighting personnel producers production managers program managers reporters sound personnel special effects staff station managers supervisors switchboard operators technical directors technical staff, e.g. maintenance video operators volunteers' coordinators writers.
Industry knowledge may include:
impact of new technologies on the screen and media role and profile of different sectors in the screen and role of regulators and government structure and operation of the broadcasting industry in technical standards.
industries
media industries
Australia and internationally
discussions with current industry practitioners, colleagues electronic and print media (e.g. news, reviews and
and community groups
articles, technical publications) employee and industry association representatives events (e.g. industry functions, conferences, trade fairs, community activities, expositions, exhibitions, festivals and social events) government bodies and associated publications induction kits internet libraries peak copyright organisations personal observations and experience policy and procedures manuals reference books, industry information sheets, magazines and journals retail and wholesale suppliers of products and services training programs, seminars, conferences, symposiums, workshops, master classes and other professional development opportunities unions and union publications (newsletters, magazines, bulletins and letters) and other sources of industrial relations information.
Values of the organisation may include: Legislative and regulatory requirements may include:
explicit values described in organisational documents implicit, undocumented organisational cultural values. current, relevant legislation, regulations, codes of practice
(federal and state) and policy relating to: OHS privacy and confidentiality environmental issues anti-discrimination and equal employment opportunity business compliance workplace and industrial relations quality assurance copyright defamation racial vilification obscenity contempt of court privacy.
Codes of practice and guidelines may include:
ABC codes of practice Australian content standards broadcasting services in relation to: commercial radio compliance program
commercial radio advertising commercial radio current affairs disclosure children's television standards commercial radio codes of practice and guidelines commercial television industry codes of practice community broadcasting codes of practice guidelines for films and computer games open narrowcast radio codes SBS codes of practice subscription narrowcast radio codes subscription television code of practice. enterprise-specific surveys and questionnaires online discussion forums performance appraisal processes planning days production briefing and debriefing sessions staff meetings.
Forums may include:

ability to: perform work tasks according to organisational comply with requirements of relevant legislation and source and apply information about industry issues and collaborative approach to work effective communication skills in a team environment.
requirements and values regulations
developments

access to a range of relevant and current industry access to appropriate technology to collect, download
information
and store industry information 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.
evidence and third-party workplace reports of on-the-job performance observation of the candidate participating in workplace meetings written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies to assess ability to apply knowledge to different industry contexts and situations.
BSBDIV301A Work effectively with diversity.
CUS09 Music (Version 1.1) CUFIND401A Provide services on a freelance basis
CUFIND401A
Unit Descriptor
Provide services on a freelance basis

This unit describes the performance outcomes, skills and knowledge required to operate as a freelancer within the creative arts industry. Success as a freelancer requires a high level of self-motivation and discipline, an ability to develop industry networks and an entrepreneurial attitude when pursuing work opportunities. Freelancers are usually responsible for negotiating their own contracts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Any person who offers their services on a freelance basis applies the skills and knowledge described in this unit. Generally speaking, people move into freelance work after consolidating their skills as employees.
Unit Sector
Industry capability industry context
ELEMENT 1. Promote yourself to potential employers
Establish, follow up and regularly maintain business contacts within industry Participate in relevant networks to support your freelance activity Identify and follow appropriate strategies to enhance your professional reputation Maximise your reputation by circulating current and succinct information about your experience Join and maintain regular contact with relevant employment networks Advertise your services in relevant media outlets as required Produce and distribute promotional material as required
2. Negotiate work arrangements
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8
Establish clear performance outcomes for jobs and agree on fees, schedules and expenses Ensure that contracts contain payment terms and conditions that provide a viable cash flow Ensure that contracts contain a clear statement of the obligations of all parties and a process for varying terms and conditions Ensure that the terms of contracts match agreements and securely store written copies of final signed contracts for reference during the course of jobs Negotiate variations to contracts as required Seek specialist advice in the development of contracts where appropriate Be willing to adapt to the demands of others, but without compromising your personal work ethic and reputation Be prepared to reject work offers that do not provide sufficient financial remuneration or job satisfaction Seek advice on and determine the most appropriate way of operating as a freelancer Set up and use effective systems for managing budgets, finance and paperwork Establish and maintain effective support services Establish a realistic fee structure that takes into account all factors associated with your freelance activity Plan ahead to organise and maintain a viable work and cash flow Send invoices in line with payment terms and conditions and follow up any non-payment of invoices promptly and in a businesslike manner Keep simple but accurate and up-to-date accounts and records Submit annual tax returns, using the services of an accountant as required Comply with regulatory, taxation and insurance requirements relevant to freelance activities Identify and implement strategies that help identify work opportunities at an early stage Seek constructive feedback from relevant people about your performance and evaluate feedback to identify personal development needs Identify opportunities for ongoing professional development and take appropriate action to ensure that your skills and knowledge keep pace with industry developments Identify and act on opportunities to expand your client base, either alone or in partnership with other freelancers Regularly revisit, review and set realistic objectives Continually monitor and analyse work options against quality of life, and artistic and commercial outcomes Identify risk factors and take action to minimise risk when planning work activities
3. Manage financial and business aspects of freelance work
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9
4. Undertake strategic planning
4.1 4.2 4.3
4.4 4.5 4.6 4.7
Required skills
communication literacy skills sufficient to: establish and maintain industry networks write resume?s and other promotional material for potential employers clarify work requirements negotiate with clients or employers to achieve mutually acceptable outcomes present confidently in a job interview situation seek and act on feedback from others problem-solving skills sufficient to factor in a range of costs when establishing fee
structures planning and organising skills sufficient to: plan work to maximise cash flow prepare and circulate self-promotional material to potential clients or employers establish and maintain personal financial and work record-keeping systems plan for contingencies develop personal budgets and monitor income and expenditure against budgets initiative and enterprise in the context of: being proactive in identifying and following through on work opportunities developing a strategic approach to maximising return from freelance activity balancing work and personal commitments self-management skills sufficient to: prioritise work tasks complete work according to contract terms and conditions make decisions within level of own responsibility seek expert assistance when problems arise learning skills sufficient to: keep breast of industry developments relevant to own area of work participate in professional development activities technical skills sufficient to: use the internet as a source of information use standard word processing, spreadsheet and database applications
Required knowledge
well-developed understanding of the relevant industry sector, including: profile of major employers industry networks issues and challenges that arise in seeking freelance work industry codes of practice licensing requirements sources of information about regulatory, taxation, insurance and OHS requirements in
relation to offering services as a freelancer typical formats for presenting resumes
Networks may include
chambers of commerce community organisations industry professional associations lobby groups unions.
developing a personal website to showcase your entering competitions offering your services to educational institutions as a seeking industry awards.
achievements and to promote your services guest tutor or lecturer
achievements availability awards client list contact details past work portfolio of work rates referees show reels skills testimonials URL of personal website. agents Centrelink industry professional associations online employment agencies unions. accountants couriers design services equipment repair and maintenance services film laboratories financial planners government agencies printers tax consultants.
Employment networks may include:
Support services may include:
advertising and promotional costs equipment costs such as: purchase of new equipment maintenance hire and leasing arrangements insurance materials overheads, e.g.: telephone rent superannuation workers' compensation rates recommended by industry bodies travel time and car expenses any other work-related expenses. computer-based: spreadsheets accounting software applications, e.g. MYOB and databases project management software applications
Quicken
filing system for receipts and invoices manual: financial ledgers and journals petty cash records invoices receipts.
Regulatory, taxation and insurance requirements may include:
insurance: third-party insurance on motor vehicles workers' compensation comprehensive insurance for vehicles, property or public liability insurance professional indemnity insurance other insurance cover as required by state or federal regulation: OHS legislation business registrations and licences planning and other permissions environmental legislation duty of care equal employment opportunity and anti-discrimination taxation: tax file number ABN GST registration BAS and GST returns PAYG and withholding arrangements other taxation obligations. anti-competition regulations
equipment
legislation, or contractual obligations
legislation
clients colleagues employers mentors officers at employment agencies. business and financial targets job satisfaction performance and progress quality of life training needs use of time and other resources in achieving objectives.
Objectives may relate to:

preparation of resume?s and other material to promote ability to: negotiate work contracts develop and maintain industry contacts participate in industry networks develop and maintain an effective financial develop work plans that take account of the need for
oneself to potential clients or employers
record-keeping system adequate cash flow.

access to a range of relevant and current industry access to office equipment and resources access to examples of work contracts access to appropriate learning and assessment support
information and networks
evidence and third-party workplace reports of on-the-job performance observation of the candidate negotiating a work contract or being interviewed for a job written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies to assess ability to undertake strategic planning when developing freelance work opportunities.
CUFIND402A Develop screen and media specialist BSBREL401A Establish networks.
expertise
CUS09 Music (Version 1.1) CUFIND402A Develop screen and media specialist expertise
CUFIND402A
Unit Descriptor
Develop screen and media specialist expertise

This unit describes the performance outcomes, skills and knowledge required to specialise in one or more fields in the film, broadcasting and digital media industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to specialist operators working in a wide range of occupations in the screen and media industries, including lighting, camera, sound production, broadcast technology, and film and sound archival services. This unit requires the application of technical and conceptual skills necessary to operate in a specialist capacity, as well as communication and strategic planning skills in order to work cooperatively in a team environment. This level of specialist work is usually undertaken with limited guidance and specialists could also be responsible for mentoring others on the job.
Unit Sector
Industry capability industry context
ELEMENT 1. Apply screen and media skills in a specialist context
Plan strategies to develop and enhance technical skills in a specialist screen or media context Use critical thinking techniques to identify work-based opportunities to enhance technical skills Identify and use feedback, discussion and evaluation techniques to continuously improve technical skills Explore capability of materials, tools and equipment as a means to continuously improve technical skills Identify and use relevant sources of information to stimulate technical skills and professional development opportunities Identify trends and emergent technologies in the screen and media industries using appropriate sources of information Examine and clarify implications and consequences of trends and emergent technologies Critique and review trends and emergent technologies with relevant personnel to explore, develop and express conceptual ideas Explore and use new ideas and emergent technologies to expand own technical and conceptual skills
2. Research and apply screen and media trends and emergent technologies
2.1 2.2 2.3 2.4
3. Evaluate own skills in specialist context
3.1 3.2 3.3 3.4
Seek and apply constructive criticism from others to improve own technical and conceptual skills Continuously evaluate own technical skills against planned strategies and career goals Compare and contrast own technical skills to those of other specialist technicians in order to extend and enhance own professional work practices Adjust own professional work practices to improve and refine technical and conceptual skills
Required skills
research skills sufficient to access information relating to trends, emergent technologies,
work opportunities and career planning in the screen and media industries literacy skills sufficient to interrogate and interpret a broad range of information on new trends and technologies in the screen and media industries communication skills sufficient to: critique and discuss new trends and technologies discern and listen to advice from relevant personnel transfer newly acquired knowledge to peers and/or employees use industry and community networks as sources of information critical thinking skills sufficient to identify work-based opportunities to enhance technical and conceptual skills learning skills sufficient to seek expert advice when implementing new trends and technologies planning and organising skills sufficient to plan integration of new technologies into own professional work practices problem-solving skills sufficient to recognise and resolve workplace issues when implementing new technology into own professional work practices technology skills sufficient to coordinate the installation of new technology commonly used research methodologies copyright, moral and intellectual property issues associated with research current trends and emergent technologies in the screen and media industries OHS requirements relating to specialised screen and media technical skills organisational implications of adopting trends and emergent technologies organisational planning and review processes physical capabilities of materials, tools and equipment and their applications theoretical and historical contexts relevant to area of specialisation
Required knowledge

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. 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.
Critical thinking techniques 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.
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.
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.

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.

access to an environment where conceptual ideas can be access to an environment where technical and
critiqued and reviewed with relevant personnel
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.
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.

BSBREL401A Establish networks BSBOHS407A Monitor a safe workplace BSBCRT402A Collaborate in a creative process BSBCRT401A Articulate, present and debate ideas.
CUS09 Music (Version 1.1) CUFLGT101A Apply a general knowledge of lighting to work activities
CUFLGT101A
Unit Descriptor
Apply a general knowledge of lighting to work activities

This unit describes the performance outcomes, skills and knowledge required to complete basic lighting tasks in a range of production contexts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People assisting with lighting operations in the screen, media and entertainment industries apply the skills and knowledge outlined in this unit. They are working under the direct supervision of an experienced lighting technician. The role includes the need for an understanding of the role of lighting technicians, lighting system layouts and the functions of a range of lighting equipment. Equipment operation is at a routine level. Higher level skills associated with lighting operations are covered in units such as:
CUFLGT301A Prepare, install and test lighting equipment CUFLGT302A Record and operate standard lighting cues.
Unit Sector
Media and entertainment production lighting
ELEMENT 1. Make preparations for lighting set-up
Confirm work requirements with relevant personnel with reference to designated lighting plans Correctly identify appropriate rigging and positioning points for lights and lighting equipment Correctly identify cables and connectors used with different lighting components Identify and sort lighting equipmentand accessories in preparation for set-up, ensuring appropriate handling and taking account of equipment differences Follow enterprise procedures and comply with OHS requirements at all times
2. Complete tasks using lighting equipment
2.1 2.2 2.3 2.4 2.5 2.6 2.7
Correctly use a lighting desk to bring up channels for focusing and adjustment Correctly and safely power up dimmers and set up patch system Attach light beam control accessories to ensure use of lights is according to instructions and procedures Correctly handle cables, including rolling/unrolling, storage and safe manual handling Identify problems with equipment promptly, take action within the scope of individual responsibility or report to relevant personnel Check and replace spares and consumables and ensure production equipment is ready and available to productions at specified locations Communicate appropriately with relevant personnel, clients or the public during the completion of tasks
Required skills
effective communication, literacy and teamwork skills sufficient to: work effectively as a member of a production team interpret lighting plans understand use of scale, lighting symbols and notation conventions technical skills sufficient to: operate a lighting desk at a basic level undertake basic maintenance of lighting components, e.g. replacing bulbs, checking numeracy skills sufficient to: count and sort equipment and use numerical features of lighting desks understand and calculate power loadings (amperage)
condition of cables
Required knowledge
the general scope and potential of lighting operations within different production basic understanding of electrical theory, e.g. watts, amps, kilowatts roles and responsibilities of lighting technicians in different contexts, including career the relationship between lighting operations and other technical and performance areas,
contexts, e.g. theatre, music, corporate, film and television paths
including audio, vision systems and performance lighting system options in a range of venue types colour recognition specialised terminology that applies to lighting operations general features of lanterns and accessories, dimmers and control systems overview of different types of automated lights and the special requirements of this type of technology, including: rigging orientation powering requirement for data supply and fixture addressing overview of appropriate use of standard pump-propelled glycol-based atmospheric (smoke) effects requirements for storage of lighting equipment OHS legislation and enterprise standards in relation to lighting operations, e.g. electrical restrictions

camera crew clients customers lighting designer lighting technicians performers/actors special effects operators supervisor. architectural fixtures, e.g. wall lights cyclorama lights ellipsoidal profile floods fresnels outside broadcast equipment PAR (parabolic aluminised reflector) lamps PC (pebbled convex) lamps profile snoots studio and theatre-based equipment.
Lights and lighting equipment may include:
Lighting desk may include:
controlled lighting effects lighting desk peripherals, e.g.: monitors printers external memory storage riggers' controls desk lamp control cables effects unit back-up equipment manual preset operation manual/memory desks manually operated desks single scene sub-master operation sub-master cue stacker and playback theatrical cue set-up and playback.
analogue dimmers multiplexed analogue dimmers multiplexed digital dimmers, e.g. DMX512 MUX and DMUX units, e.g. analogue conversion Single-unit (follow spot) dimmers, e.g. Model 1 or Monopak small self-contained dimmable controllers, e.g. Fourpack, Quadpak.
automated lighting, i.e. direct power and data lines distributed dimming, e.g. dimmers located where required distributed patching, e.g. patch lines from a single dimmer dual systems, i.e. combination of both layouts as above.
Patch system may include:
required (no dimmer) to lights
Light beam control accessories may include:
animation discs barn doors black wrap colour frames cookies cut-outs doughnuts and top hats flags flood mechanisms fresnel/PC barn doors gel frames gels gobos/gobo holders/rotators iris profile shutters.
Use of lights may include:
avoiding incorrect orientation of a lamp (which can reduce identifying the correct replacement lamp and wattage of identifying the different types of lamp bases knowing how heat is dissipated by a lantern using correct bubble handling techniques.
filament and lantern life) lanterns
batteries bulbs cables cables fuses gaffer tape gels.

completion of lighting-related tasks according to health recognition of lighting equipment, including key features
and safety procedures and purpose.

a range of preparatory and set-up tasks with industry-standard lighting equipment project or work activities that allow knowledge to be applied to specific production contexts and situations 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.
evidence and third-party workplace reports of on-the-job performance direct observation of the candidate completing lighting-related tasks inspection of equipment set up by the candidate to determine whether set-up meets production requirements verbal or written questioning to assess knowledge of equipment types.
CUSOHS301A Follow occupational Health and safety CUETGE15B Handle physical elements safely during
procedures
bump in/bump out.
CUS09 Music (Version 1.1) CUFLGT301A Prepare, install and test lighting equipment
CUFLGT301A
Unit Descriptor
Prepare, install and test lighting equipment

This unit describes the performance outcomes, skills and knowledge required to install and test lighting equipment for productions in the film, television and live events industries. Testing and tagging of electrical equipment must be carried out by a person with the relevant certificate of competency according to the performance specifications of: Australian Standard 3760: 2000 In-service safety inspection and testing of electrical equipment Australian Standard 3002: 1985 Electrical installations shows and carnivals. In some states and territories, a licensed electrician is required to undertake the tasks outlined in the fifth element. A licensed rigger is required for the installation of some rigging equipment. This unit contains employability skills.
Lighting technicians or lighting assistants generally undertake the role described in this unit under the supervision of a lighting designer, technical director or senior lighting technician. They install and test equipment according to a lighting plan. On some productions and outside broadcasts, a qualified gaffer/chief electrician supervises the installation/rigging of lighting equipment and required power sources. Skills associated with operating lighting equipment during productions are covered in:
CUFLGT302A Record and operate standard lighting cues CUFLGT402A Set up, record and operate lighting cues and
effects.
Unit Sector
Media and entertainment production lighting
ELEMENT 1. Clarify lighting requirements for productions
Confirm overall lighting requirements with reference to lighting documentation and in consultation with relevant production personnel Calculate power requirements and identify and confirm that power sources and locations meet production requirements Correctly identify patching, colour and focus requirements Identify the need for additional equipment or materials and organise timely acquisition according to enterprise procedures
2. Prepare lighting equipment for installation
2.1 2.2 2.3 2.4 2.5
Use test equipment to identify faults and to ensure lighting equipment is safe and operational Refer complex repairs to technical specialists according to enterprise procedures Prepare and assemble colour, equipment and accessories in readiness for installation and or transportation when required Pre-rig lighting equipment as required according to safety and licensing requirements Prepare and/or roll extension leads, looms and cables to meet design specifications, enterprise standards and legal requirements Install required rigging and accessories according to statutory and enterprise safety requirements Test, install and hang lanterns and accessories according to the lighting plan, scale and manufacturer specifications Install power supplies according to lighting plans, location standards, manufacturer specifications and safety regulations Patch lanterns and accessories according to lighting or patch plans Safely and neatly secure and correctly label rated cabling so that it is clear of moving elements Angle and focus lanterns according to lighting plans and artistic requirements Check the safety of equipment both during and after installation according to legal requirements Correctly connect dimmers to power, assign and turn on Install and configure control desk and peripherals according to production requirements Run and connect control cables and secure safely Patch lanterns and channels to dimmers according to lighting or patch plan sheets and location procedures/conditions Complete installation and testing according to legislative and OHS requirements Check three-phase distribution and power calculations in collaboration with licensed electricians as required Check that power supply is sufficient for load requirements and that distribution of electrical loading is within limits Ensure that cables used are correctly rated, including three-phase cable to dimmers, and that three-phase supplies are balanced Ensure that cabling and connectors meet legislative and OHS requirements
3. Install lighting
3.1 3.2 3.3 3.4 3.5 3.6 3.7
4. Install lighting control system
4.1 4.2 4.3 4.4
5. Ensure electrical safety
5.1 5.2 5.3 5.4 5.5
6. Test and adjust lighting
6.1 6.2 6.3 6.4
Test all aspects of lighting , including communication system, control desk and peripherals using appropriate techniques and according to safety requirements Identify the need for adjustments and make modifications accordingly Liaise with appropriate production personnel to confirm that lighting installation meets requirements Complete lighting documentation accurately, legibly and concisely and make updates as required Break down and carry lighting equipment and accessories, employing safe lifting techniques Clean and safely pack equipment into cases to avoid damage and prepare for transport as required Report and document equipment that is damaged and requires maintenance to the relevant production personnel Leave the worksite in the original or improved condition
7. Disassemble lighting equipment
7.1 7.2 7.3 7.4
Required skills
communication, literacy and teamwork skills sufficient to: work effectively as a member of a production team interpret lighting plans interpret written and verbal instructions organisational and planning skills sufficient to assemble and test lighting equipment in a
logical sequence initiative in the context of making practical suggestions that result in minor modifications to lighting plans technical skills sufficient to: use tools and test equipment necessary to install and maintain lighting equipment use different types of light-measuring devices operate and interpret information readouts from a colour temperature meter numeracy skills sufficient to: make mathematical calculations necessary for the safe assembly, installation and testing of equipment, e.g. power requirements, binary calculations for setting DMX dip switches use a scale ruler Required knowledge
industry knowledge, including: roles and responsibilities of production personnel industry terminology relevant to lighting operations issues and challenges that arise in the context of installing and testing lighting
equipment format of lighting plans and the meaning of different components, including an understanding of scale, position and orientation different types of hardware used for lighting installation, e.g. screws, nuts, bolts types of lanterns, lighting systems, control systems, and lighting accessories and their relevance to different types of production the range of colour gels available and the way in which different colours are used in lighting, including the relationship between colour and light techniques for rigging and hanging lighting equipment within licensing requirements basic principles of lighting, e.g. key, fill and back light relevant workers' compensation and OHS legislation safety regulations and industry safety codes that affect the installation of lighting equipment and working with power, including OHS legislation
Lighting documentation may include:
building specifications, room layouts carnet (for international travel) hire or loan contracts colour cutting/coding schedules colour list colour lists, plots cue synopsis equipment instructions and/or manufacturer instructions and specifications floor sheets focus details full equipment schedule hire and loan agreements international faxes lantern schedules lighting plan patch sheet power requirements production schedule transport or equipment lists venue procedures. camera assistant camera operator director director of photography floor manager grip head of department lighting designer lighting personnel producer production manager set designers supervisor technical director other technical/specialist staff.
Production personnel may include:
animated productions commercials documentaries EFP (electronic field production) ENG (electronic news gathering) feature films filmed events or performances live events live or pre-recorded television productions multi-camera music video short films single-camera theatre productions. analogue or digital multimeters continuity tester DMX cable tester test lamps.
Test equipment may include:
Lighting equipment may include:
architectural fixtures digital moving lights (intelligent lights) lanterns special effects units, e.g.: electrical/electronic props strobes, mirror balls and motors, smoke machines, fog machines ultraviolet light, oil and water crackers, effects projectors studio and location units theatre-based units.
boom arms chain blocks/motors and other rigging equipment installed
Rigging and accessories may include:
by a licensed rigger hook clamps H-stands mobile booms safety chains scaffold clamps spansets, slings, shackles spigots T-bars telescopic stands truss winch-up stands.
Lanterns and accessories may include:
lanterns and luminaires, e.g.: fresnel profile HMI (hydrargyrum medium arc-length iodide) plasma, e.g. fluorescent theatre-based units studio and location units special effects moving lights digital moving lights (intelligent lights) lantern accessories, e.g.: profile shutters gobo holders fresnel/PC barn doors colour frames manually operated colour changers irises colour scrollers animation discs gobo rotators and other effects accessories range of lamps, e.g.: incandescent plasma discharge PAR (parabolic aluminised reflector) low-voltage.
analogue multiplexed analogue dimmers multiplexed digital dimmers rheostat-based dimmers self-contained dimmable controllers single-unit, e.g. follow spot.
Control desk and peripherals may include:
control desk peripherals, e.g.: monitors printers external memory storage, e.g. memory card or floppy
disk riggers' controls desk lamps control cables effects units and back-up units effects units back-up units additional control modules, e.g. fader wings manual desks manual/memory desks ('rock' desks) moving light desks push-button memory desks ('theatre' desks).

Aspects of lighting to be tested may include:
correct fitting of colour and accessories data flows dimmer profiles functioning of riggers' and designer controls installation of automated software operational function of equipment patching of equipment selection of control protocols valid DMX signals/line.

application of a range of technical lighting knowledge and
manual techniques to the installation of lighting equipment so that the lighting set-up meets production and safety requirements application of safe working practices when installing lighting equipment ability to work cooperatively in a team environment. Assessment must ensure:
practical demonstration of skills through the installation
completion of tasks within workplace time constraints involvement of and interaction with a team to reflect the
and testing of lighting equipment for an actual production collaborative nature of the technical production process to work
use of industry-standard equipment access to a lighting plan from which the candidate is able access to a production and production venue access to a range of lighting equipment and accessories access to appropriate learning and assessment support use of culturally appropriate processes and techniques
as identified in the range statement when required
evidence and third-party workplace reports of on-the-job performance direct observation of the candidate installing lighting equipment inspection of lighting equipment set-up by the candidate to assess workability and safety issues verbal or written questioning to assess knowledge of equipment, techniques and how to interpret a lighting plan.
CUFLGT302A Record and operate standard lighting cues CUSOHS301A Follow occupational health and safety
procedures.
CUS09 Music (Version 1.1) CUFPOS201A Perform basic vision and sound editing
CUFPOS201A
Unit Descriptor
Perform basic vision and sound editing

This unit describes the performance outcomes, skills and knowledge required to perform basic editing functions in relation to film, television and interactive media productions. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Editing assistants apply the skills and knowledge described in this unit. Under the direction of an editor or senior editor, they are responsible for digitising, cutting and logging pre-recorded image and audio content. Editors then take this material and complete the editing process. Within clearly defined parameters, editing assistants are also responsible for editing content using the basic functions of editing software. More complex skills associated with digital editing are covered in:
CUFPOS401A Edit screen content for fast turnaround.
Unit Sector
Media and entertainment production post-production
ELEMENT 1. Prepare source materials for edit
Clarify technical and creative requirements for production and online editing in consultation with relevant production personnel Obtain and label source materials and keep in a safe, clean location with appropriate documentation Organise transfer of source materials to appropriate medium where necessary Check that sufficient storage and memory is available to meet content resolution requirements Assess source materialsfor technical and creative quality and arrange for remedial action where problems are identified Digitise content according to specified formats and burn time code where applicable, ensuring formatis compatible with available software and hardware Align, synchronise and organise uncut images and sound in preparation for evaluation and editing In consultation with relevant production personnel, finalise list of shots required for the edit and the method for logging them
2. Log content for editing
2.1 2.2 2.3
2.4 2.5 2.6 2.7 2.8 2.9 3. Perform basic edits 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8
Check editing facilities are operational and arrange for faults or problems to be resolved according to enterprise procedures Obtain required editing consumable materials and ensure sufficient supplies are available to meet editing schedules Load source materials onto appropriate editing facility, ensuring correct image and sound are ready for use and that images and sound are synchronised or aligned accurately Identify required shots and sequences from source materials and catalogue them in the agreed way Log selected edits with reference to time codes and shot descriptions according to enterprise procedures Use a batch digitise list to digitise selected sequences according to relevant documentation and consistent with technical and creative requirements Create edit decision lists (EDLs) according to instructions from relevant production personnel Organise and save selected materials according to overall editing requirements Finalise logging sheets and submit EDLs to relevant production personnel by the agreed deadline Use software functions to assemble sequences according to EDLs and within time constraints Review edited sequences to evaluate quality and content and to identify problems Manipulate the editing software to solve identified problems and seek expert advice if required Submit sequences to relevant production personnel for feedback according to enterprise procedures Amend sequences as required and save in appropriate format Ensure source materials, selected materials and back-up copies are stored securely and labelled correctly Complete required documentation, noting variations and issues from original instructions Leave workstation in original or improved condition, ensuring there has been no adverse impact on site
Required skills
communication, teamwork and organisational skills sufficient to: arrange film, television and interactive media content logically and accurately liaise with relevant production personnel, e.g. editors, directors understand and follow instructions as required technical skills sufficient to: edit simple image and audio sequences and segments, including dialogue digitise pre-recorded content, e.g. film, analogue video follow relevant file management protocols for specified operating systems self-management skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise literacy and numeracy skills sufficient to: identify and label accurately source materials and copies implement and record time codes and timings document image and sound components, e.g. completion of logging sheets
Required knowledge
familiarity with basic picture and sound editing conventions and techniques industry knowledge, including: roles and responsibilities of post-production personnel basic understanding of the features and capabilities of facilities and equipment for OHS requirements as they apply to use of computers and keyboards working knowledge of a range of editing software and equipment
sound editing and broadcast
Technical and creative requirements may include:
ADR (additional dialogue recording) audio levels break in control track colour bars drop-outs film leaders graphics production style quality of image/sound rushes script materials sequences, e.g.: vision cuts sound editing, e.g. dialogue voice-over music sync marks tape black time codes.

animated productions commercials documentaries feature films filmed events or performances music video pre-recorded television productions short films television productions, e.g. music, drama, comedy, variety, sport. computerised data digital non-linear film linear off-line online video.
Editing may include:
assistant editor CGI (computer generated imagery) personnel designers director director of photography editing suite personnel editor floor manager laboratory personnel music composer picture editing personnel producer production designer production manager sound editing personnel sound effects personnel technical director other technical/specialist staff. CDs DVDs film graphics internet mini disks (MDs) stills tape (analogue; camera, digital) work prints work tapes.
assembly order budgets call/running sheets camera reports computer generated continuity reports contracts EDLs (edit decision lists) fault reports hire agreements list of sequences with relevant shot numbers logging sheets manually written manufacture schedules manufacturer specifications/instructions marked-up scripts marked-up transcripts memos of instruction operational/project plan production schedules scripts sound reports sound sheets, e.g.: time-code log sheets for location sound recordings wild-line and sound effects log sheets.
Medium may include:
computer disk, e.g. CD/DVD film of any gauge, e.g.: 16 mm 35 mm super 35 mm 70 mm mini disk sound video of any format, e.g.: miniDV DVCam Betacam SP and digital Betacam VHS/SVHS vision.
Storage and memory may include:
disk space (hard, optical, floppy) film duplicates flash memory, e.g. USB drives solid state, e.g. RAM.
audio/sound, e.g.: DAT AIFF WAV MIDI MP3 magnetic tape computerised data film of any gauge graphics stills video of any format, e.g.: DVC VHS Beta HDTV AVI MPEG.
Adobe Premiere Pro Avid Liquid Pro Final Cut Pro Ulead MediaStudio Pro. computers, e.g. PC, Macintosh, Avid DVD/CD player edit controllers, e.g. Lightworks external hard drives iPod source and record machines, e.g. Beta, VHS, DAT Steenbeck video machines/recorders. digital non-linear, e.g. Mac G5, Avid editing bins linear, e.g. Steenbeck, Beta, VHS off-line online pic sync rewinders synchronisers viewers.
Hardware may include:
Editing facilities may include:
Consumable materials may include:
audio tape computer disks DVDs film cans labels marking pens video/DVD cases viewer globes. bird's eye close-ups cutaways high-angle, low-angle long shot, mid shot medium close-ups noddy pans reverses tilts two shot wide shots wide-angle. can ID counter reading drop-outs/faults in point out point shot descriptions tape ID time code timings. burned-in code clapperboard/slate frame rates genlock keyed-in code LTC (longitudinal time code) SMPTE/EBU synchronisers time-code rates VITC (vertical interval time code).
Shots may include:
Log may include:
Time codes may include:
Items to be noted in edit decision lists may include:
composition coverage dialogue effects transitions, e.g.: wipes dissolves fades use of graphics frame ratio and rate framing glitches, faults, drop-outs music pacing script changes soundtrack special effects tempo - duration of shots and segments timing.
adjusting audio levels inserting: transitions sound effects music voice-overs basic titles and captions still images overlays manipulating still images, e.g.: panning zooming manipulating video and audio clips, e.g.: cutting pasting copying moving splitting.

systematic preparation of content segments for editing correct identification and logging of single images, audio
from source video or film
grabs and basic sequences ability to transfer and digitise video and film materials collaborative approach to work attention to detail ability to work to deadlines.

access to a range of pre-recorded films and videos availability of a range of editing facilities - non-broadcast exposure to a range of computer software for editing and access to appropriate learning and assessment support use of culturally appropriate processes and techniques
and broadcast
documentation of image and audio when required
evidence and third-party workplace reports of on-the-job performance evaluation of a range of material prepared, logged and edited by the candidate in response to instructions received from a supervising editor written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
CUFDIG301A Prepare video assets CUFSOU204A Perform basic sound editing CUFSOU301A Prepare audio assets.
CUS09 Music (Version 1.1) CUFPOS402A Manage media assets
CUFPOS402A
Unit Descriptor
Manage media assets

This unit describes the performance outcomes, skills and knowledge required to manage media assets for screen and media productions and projects. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
The skills and knowledge outlined in this unit are typically applied by a person working in a large enterprise on projects or productions that require a wide range of media assets. They work directly with asset creators (audio, video, graphics) to ensure that the asset management system accommodates their needs. Though reporting to a producer or manager, a person in this role works with a fair degree of autonomy. They are responsible for setting up the conventions for file naming, sourcing, sorting and storing formal documents and media assets, and recording project or production details. They also set up systems to manage these assets effectively. The systems may need to be built by other personnel within the enterprise or production.
Unit Sector
Media and entertainment production post-production
ELEMENT 1. Establish systematic procedures for managing content and outputs
Confirm media asset management requirements with relevant personnel Set up file naming system for projects based on standard conventions and protocols Source and review storage repository and back-up systems appropriate for the task Set up processes to record information required for tracking formal documents and media assets Establish conventions for recording progress and locations of media assets Develop strategy for tracking and recording media assets Brief team members on the media asset management system, including the process for alerting relevant personnel to problems encountered as the system is implemented
2. Record information about documents and media assets
2.1 2.2 2.3 2.4 2.5 2.6 2.7
Document sources of media assets according to established procedures Document progress and details of a range of outputs Maintain records of technical information on work in progress Maintain copyright and permissions information Track media assets and record information according to established system Maintain version control and identify status of interim products, prototypes and other relevant media assets Respond to and resolve problems encountered as the system is implemented Confirm schedule for final sign-off with relevant personnel Determine requirements for archiving Confirm procedures for finalisation of projects File and index formal documents according to agreed project or enterprise procedures File and index scripts according to agreed project or enterprise procedures Archive media assets in established system repository system according to industry practice Ensure appropriate access by relevant personnel to formal documents and media assets developed by projects Review the effectiveness of the media asset management system and note areas for future improvement
3. Plan for project completion and storage 4. Finalise project
3.1 3.2 3.3 4.1 4.2 4.3 4.4 4.5
Required skills
communication, teamwork and literacy skills sufficient to: interpret project briefs prepare and maintain media asset management documentation provide verbal and written briefings to team members work collaboratively as a member of a production team provide advice and support to team members technical skills sufficient to track, maintain, record and archive information using initiative and flexibility in the context of anticipating and resolving problems with a media self-management and planning skills sufficient to: set up and administer a file naming system prioritise work tasks meet deadlines seek expert assistance as required
accepted industry protocols asset management system
Required knowledge
industry knowledge, including: roles and responsibilities of project team members in the relevant industry sector sound understanding of the relationship between the technical and creative aspects issues and challenges that arise in the context of implementing media asset copyright and permissions file and resource repository systems industry or enterprise standard naming conventions
and requirements of screen and media projects management systems
OHS requirements as they relate to working on computers for periods of time 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.
artists author designers media asset creators producer programmer project manager supervisor other specialist creative and administrative staff.
Projects may include or be included in:
aspects or sections of film/video production: feature documentary short film and/or video animations commercials live or pre-recorded performances music video television production, e.g. music, drama, comedy, live or pre-recorded television productions
variety, sport
e-commence educational product game information product promotional product training product website.
Information about assets may include:
asset details copyright date of transfer default technical settings reusability transfer details versions other metadata as required. agreed terms and conditions assets rights clearances confidentiality agreements contracts with subcontractors copyright permissions final proposal intermediate and final sign-offs software licences technical information. 3D models animations (2D, 3D) audio code and scripts graphics photographs text documents (PDF, MSWord, PowerPoint) videos other assets as required by the project.
Formal documents may include:

proficient use of information tracking and repository accurate record keeping, updating and tracking attention to detail ability to work effectively as a member of a production
systems
team.

access to industry-standard technology and repository access to appropriate learning and assessment support
systems that permit file and resource management
evidence and third-party workplace reports of on-the-job performance evaluation of at least two media asset management systems set up and managed by the candidate written or verbal questioning to test knowledge of the processes followed to manage media assets and the respective roles and responsibilities of team members.
CUFDIG301A Prepare video assets CUFDIG303A Produce and prepare photo images CUFSOU301A Prepare audio assets.
CUS09 Music (Version 1.1) CUFPPM602A Plan and manage film and media post-production
CUFPPM602A
Unit Descriptor
Plan and manage film and media post-production

This unit describes the performance outcomes, skills and knowledge required to plan and manage post-production processes and facilities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Post-production supervisors in film and media industry sectors apply the skills and knowledge described in this unit. Major duties include the supervision of editing personnel and the acquisition of post-production resources. In larger productions, supervisors may be involved in planning and scheduling at the pre-production phase, especially where complex computer generated images (CGIs) are required. As a rule, post-production supervisors are employed on a freelance basis, reporting to producers and production managers. The position is pivotal in ensuring the post-production process is achieved within budget and on time. Post-production supervisors may employ an assistant and may manage a number of projects simultaneously.
Unit Sector
Media and entertainment production production planning and management PERFORMANCE CRITERIA 1.1
ELEMENT 1. Clarify post-production briefs
1.2 1.3 1.4 1.5
Participate in meetings with relevant production personnel to determine required post-production resources assessed against proposed production medium Provide ongoing strategic advice to production team to improve efficiency of post-production activities Identify and analyse specific technical or creative requirements for post-production Identify available budgets and timelines required Provide specific advice on costs and operational implications for editing , taking into account required techniques for production
2. Develop an operational plan
2.1 2.2 2.3 2.4 2.5 2.6
Draw up specific schedules to ensure post-production activity meets expected deadlines Investigate availability and cost of post-production resources and staff in order to complete post-production plans Ensure OHS requirements are established in line with organisational procedures Develop documentation for anticipated stages in post-production process and confirm with relevant production personnel Ensure documentation is accessible to all involved with post-production activities as required Finalise operational plan in consultation with relevant production personnel and obtain sign-off according to organisational procedures Book and check post-production resources and finalise all contractual arrangements with personnel and suppliers in line with enterprise procedures Identify and resolve problems, ensuring proposed solutions are discussed with affected staff prior to implementing changes Negotiate provision of any previously unplanned or additional post-production services in conjunction with relevantproduction personnel Monitor and manage post-production activities on a proactive basis and according to agreed operational plan Prepare progress reports where applicable and organise appropriate review sessions for relevant production personnel Attend ongoing post-production evaluation sessions to ensure final product meets creative, technical and budgetary requirements of the production Obtain lock-off approval for project from relevant production personnel Complete required documentation and arrange for return of hired post-production resources as applicable Evaluate all aspects of completed projects and note areas for improvement
3. Implement 3.1 post-production processes 3.2 3.3 3.4 3.5
4. Wrap post-production activities
4.1 4.2 4.3 4.4
Required skills
communication skills sufficient to: interact effectively with people with diverse interests and needs show strong leadership qualities and work closely with team members conduct effective negotiations with a wide range of production personnel, and external well-developed planning and organisational skills sufficient to coordinate all aspects of well-developed project management skills covering both physical and human resources ability to address and resolve problems and challenges in a timely and collaborative self-management skills sufficient to: work under pressure provide appropriate and timely post-production documentation meet post-production deadlines evaluate own performance initiative and flexibility when responding to unexpected changes in the post-production literacy skills sufficient to interpret written instructions, such as script requirements, and numeracy skills sufficient to interpret, monitor and adjust budgets and cost estimates coordinate production meetings and brief staff to achieve required outcomes
post-production manner
schedule or process
to prepare progress reports
Required knowledge
meeting procedures and protocols as they relate to post-production operations artistic and technical elements associated with post-production for film and media well-developed understanding of: administrative procedures associated with running a post-production operation content, format and timing of different types of documentation developed and duty of care to colleagues and general public industry knowledge, including: structure of the relevant industry sector roles and responsibilities of personnel current industry practices, e.g. industrial awards, workers' compensation and
productions sufficient to coordinate all aspects of post-production
distributed by a production supervisor
contracts filmic language and other relevant terminology, as required sources of products, supplies and equipment impact of technology on production and post-production operations phases and practices in the production and post-production process, including problems and challenges that arise OHS and public safety legislation and regulations as they apply to post-production
assistant editor CGI personnel director director of photography editor executive producer graphic designer laboratory personnel mixer music composer picture editing personnel producer production accountant production manager sound designer sound editing personnel sound effects personnel sound recordist technical director telecine operator other technical/specialist staff.
Post-production resources may include:
commercial facilities consumable materials, including: computer disks videotapes splicing tapes viewer globes film leaders labels digital audiotape player (DAT) digital disk recorder (DDR) digital effects system (DVE) edit controllers editing programs, e.g. Final Cut Pro and Avid editing suites equipment film editing flatbed in-house facilities laboratory services mixers, e.g. sound and vision multi-track audio recorders rewinders splicers suppliers synchronisers title generators vehicles video transfer recorder (VTR) viewers vision switchers.
Production medium may include:
CD and DVD CGI computerised data digitised media - vision and sound film of any gauge graphics magnetic sound tape MP3 still imagery videotape of any format web.
Editing may include:
animations CGIs credits digital non-linear film linear offline online opticals sound requirements: additional dialogue recording (ADR) music sound effects foley atmosphere special effects titles videotape.

animated productions commercials documentaries feature films filmed events or performances inserts for live or pre-recorded television productions interactive media productions music videos radio productions short films television productions of any type, including music, drama, comedy, variety and sport. budgets camera reports computer generated contact sheets continuity reports contracts flex-files hire agreements manually written manufacture schedules manufacturer specifications and instructions memos of instruction OHS procedures operational and project plans production schedules scripts sound reports supplier catalogues.
Post-production services may include:
compression of production for variable digital formats, laboratory services, e.g.: development of exposed camera film production of contact work print production of daily rushes negative matching transfer of video to film (kine) transfer of film to tape production of opticals and titles production of answer and release prints production of premix and final mix prints. sound vision.
e.g. streaming , DVD, CD and websites
Lock-off may apply to:

high-level management and communication skills as a ability to coordinate at a practical level creative and
team leader
technical requirements of post-production, across a range of formats ability to produce creative solutions within constraints of budgets and resources.

access to post-production activities across a range of access to a selection of post-production resources and opportunities to work with and manage a team of editors access to appropriate learning and assessment support use of culturally appropriate processes and techniques
formats, e.g. film, video and interactive media equipment as listed in the range statement and other specialist staff when required
evidence and third-party workplace reports of on-the-job performance review of post-production documentation prepared by the candidate discussion with the candidate about the management of the post-production process, challenges faced and how these were overcome written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.

BSBFIM501A Manage budgets and financial plans BSBMGT502B Manage people performance BSBPMG510A Manage projects CUFPPM601A Plan and manage film and media pre-production.
CUS09 Music (Version 1.1) CUFRES201A Collect and organise content for broadcast or publication
CUFRES201A
Unit Descriptor
Collect and organise content for broadcast or publication

This unit describes the performance outcomes, skills and knowledge required to compile routine information for broadcast or publication. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Personnel responsible for assisting with the preparation of routine content for media programs, interactive media products, websites and print publications typically apply the skills and knowledge outlined in this unit. This work is usually undertaken under close supervision and guidance. More complex skills associated with undertaking research are covered in:
CUFRES401A Conduct research.
Unit Sector
Knowledge management research
ELEMENT 1. Locate information
Confirm information requirements with relevant personnel Access information sources relevant to production requirements Check credibility and reliability of information sources Refer material that could result in a breach of laws and regulations to relevant personnel Obtain information in a culturally appropriate way From the information gathered, select items that meet production requirements Highlight key sections of written information to assist with the writing of scripts, narration or copy Write brief notes about information that has been gathered verbally Submit information to relevant personnel within the agreed timeframe and according to organisational procedures Maintain and continually update a database of information sources and contacts File information so that it can be retrieved easily in the future Continually monitor information sources to maintain currency of information in line with production requirements Share updated knowledge with colleagues and incorporate into day-to-day work activities Use feedback from colleagues to improve future information collection processes
2. Organise information
2.1 2.2 2.3 2.4
3. Maintain information sources
3.1 3.2 3.3 3.4 3.5
Required skills
ability to work cooperatively as a team member communication skills sufficient to clarify information requirements organising skills sufficient to: collect and review information on a given topic maintain filing and information retrieval systems literacy skills sufficient to: interpret written background information write notes on information gathered verbally self-management skills sufficient to meet deadlines computer skills sufficient to search efficiently for information on the internet and use
database and word processing applications
Required knowledge
industry knowledge, including: roles and responsibilities of project team members issues and challenges that arise when collecting and organising content for broadcast protocols to be observed when gathering information of a culturally sensitive nature basic understanding of common law and broadcasting codes of practice sufficient to OHS standards as they relate to working for periods of time on computers 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.
publication
identify and seek expert advice on issues that could lead to legal action
Information requirements may include background information on:
current events interviewees music any topic to be covered in a broadcast or publication.
broadcasters clients community representatives directors editorial staff legal advisers performers producers production managers program managers reporters sales representatives specialist staff station managers supervisors volunteers' coordinators writers. broadcast news and current affairs colleagues community organisations government departments industry professional associations industry, including manufacturers internet literature people involved in events personal observations and experience print media reference material in libraries, museums and galleries. broadcast news and current affairs interactive media products live events and performances music programs print publications special interest and variety programs talkback programs websites. broadcasting codes of practice contempt of court copyright defamation obscenity privacy legislation racial vilification.
Laws and regulations may include:
Databases may include:
electronic, on a network electronic, on own computer manual, e.g. on index cards.

ability to gather information on a range of topics from efficient system for storing and retrieving information and collaborative approach to work.
reliable sources within given timeframes information sources

access to production/publication situations that require access to information sources relevant to the
the preparation of content
production/publication situations access to current information about, and persons able to advise on, laws and regulations that apply to broadcasting 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.
evidence and third-party workplace reports of on-the-job performance evaluation of content organised by the candidate in response to specific instructions or directions inspection of information filing systems maintained by the candidate written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
CUFPPM301A Plan and prepare programs.
CUS09 Music (Version 1.1) CUFRES401A Conduct research
CUFRES401A
Unit Descriptor
Conduct research
This unit describes the performance outcomes, skills and knowledge required to conduct research in response to a brief. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
People responsible for undertaking research in any industry context apply the skills and knowledge described in this unit. They may be full-time research officers or those for whom research forms part of their job. Alternatively, they may provide research services on a contract basis. Research briefs can cover any topic and research may be undertaken over short or long periods, depending on the complexity of the brief. Even though people at this level work with a fair degree of autonomy, they report to a manager or client. Skills associated with writing reports are covered in:
BSBWRT401A Write complex documents.
Unit Sector
Knowledge management research
ELEMENT 1. Clarify research brief
Confirm topic or content to be researched with relevant personnel , including deadlines for completion Identify research and data gathering techniques that best meet the requirements of the brief Discuss research ideas fully and constructively with relevant personnel and identify any implications for research briefs Reach agreement with relevant personnel on the format for presenting research findings Identify issues of a culturally sensitive or legal nature that affect research briefs Alert relevant personnel to potential difficulties in meeting briefs and agree on alternative strategies or outcomes Where specialist research expertise is required, identify potential subcontractors and organise subcontract arrangements in consultation with relevant personnel
2. Conduct research
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8
Identify sources of information and potential contributors relevant to research briefs Design research tools as required Contact a sufficiently wide range of valid sources to optimise information gathering in line with research briefs and agreed methodology Approach relevant sources promptly and in a way most likely to elicit the required information Adjust research strategies as required, without compromising required outcomes Maintain accurate and comprehensive details of information sources Adjust contact information when requirements of research briefs change and keep records up to date Record all data gathered in a system that allows easy access and retrieval of information in the analysis phase Analyse and interpret data or information gathered Check all facts before including them in research findings Make judgements about how much information to include in research findings and be clear on the rationale for doing so Develop conclusions and recommendations as required in consultation with relevant personnel Organise information logically and clearly in the agreed format Present information to relevant personnel by agreed deadlines Identify key issues for further research or discussion with relevant personnel Seek feedback on the quality of research outcomes and note areas for improvement
3. Analyse research findings
3.1 3.2 3.3 3.4
4. Present research findings
4.1 4.2 4.3 4.4
Required skills
communication and teamwork skills sufficient to: present information and research findings in a way that is easily understood by others use industry and community networks as sources of information negotiate changes to research briefs participate in and act on feedback sessions with colleagues initiative and flexibility sufficient to: follow new leads in the course of research activities respond to difficulties encountered during the course of research activities planning and writing skills sufficient to: organise information logically in line with its intended purpose document research findings clearly and concisely analytical and literacy skills sufficient to interpret and summarise information and self-management skills sufficient to work under pressure and meet deadlines
research findings
Required knowledge
effective communication techniques, including effective listening, questioning and legal issues that affect research activities, e.g. copyright, intellectual property and
non-verbal cues
privacy legislation reliable sources of advice on legal issues features of commonly used quantitative and qualitative research methodologies protocols to be observed when collecting information of a culturally sensitive nature OHS standards as they relate to working for periods of time on computers
clients designers directors industry organisations managers producers specialist subcontractors supervisors.
Research and data gathering techniques may include:
qualitative, e.g. focus groups or interviews with key quantitative, e.g. mail or telephone surveys based on a
people
statistically reliable random sample.
Formats for presenting research findings may include:
audio and visual presentations interactive media presentations verbal briefings or presentations written reports. contempt of court copyright defamation intellectual property obscenity privacy legislation racial vilification.
Issues of a legal nature may include:
archives community organisations government departments industry and trade journals internet libraries, including text, film, video, sound and graphic market research companies media, including television, radio and print museums and galleries organisational policies, procedures and journals personal observations and experience print and online standard references, such as: atlases dictionaries of biography encyclopaedias year books and almanacs directories of people and associations telephone directories professional and industry organisations technical publications and manuals.
questions for personal interviews or focus groups surveys, e.g. print, online or telephone. electronic, e.g. databases, spreadsheets and statistical manual, e.g. card index file.
Research tools may include: Systems may include:
software applications

ability to clarify research briefs ability to gather reliable and valid information from a research findings on a range of topics presented in an collaborative approach to work.
range of sources in response to research briefs appropriate format by agreed deadlines

access to a computer and the internet access to a range of information sources as listed in the access to appropriate learning and assessment support use of culturally appropriate processes and techniques
range statement when required
evidence and third-party workplace reports of on-the-job performance evaluation of research findings prepared by the candidate in response to a range of briefs written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit and to discuss candidate's approach to conducting research.
BSBWRT401A Write complex documents CUFPPM401A Produce programs and program
segments.
CUS09 Music (Version 1.1) CUFSOU204A Perform basic sound editing
CUFSOU204A
Unit Descriptor
Perform basic sound editing

This unit describes the performance outcomes, skills and knowledge required to for basic digital sound editing. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Assistant sound editors and production personnel in the community broadcasting sector apply the skills and knowledge described in this unit. They are responsible for preparing, organising and digitally editing relatively simple sound sequences or programs for radio, television, film and interactive media. They are expected to contribute to creative outcomes, including selection and acquisition of sound materials. In a production house environment, they typically work under the supervision of a picture editor or senior sound editor, and are often involved in editing both sound and vision. Combined editing skills at a basic level are covered in:
CUFPOS201A Perform basic vision and sound editing.
More complex skills associated with editing sound, including dialogue, are covered in:
CUSSOU403A Perform advanced sound editing. Unit Sector Media and entertainment production audio/sound
ELEMENT 1. Prepare for editing sound
In consultation with relevant production personnel , clarify editing requirements, including creative and technical expectations of productions Obtain and label source materials and additional materials as required and keep them in a safe, clean location with appropriate documentation Organise transfer of source materials to appropriate equipment where necessary, ensuring sufficient digital storage capacity is available Check editing equipment is operational and suited to the designated editing processes and according to enterprise procedures Organise additional equipment and consumables needed to minimise interruptions during the editing process If required, obtain sign-off to proceed with edits
2. Assemble sequences for editing
2.1 2.2 2.3 2.4 2.5
Digitise audio content and additional sound materials in the specified format , ensuring format is compatible with available software and editing equipment Monitor digital output and arrange for problems to be fixed where necessary Identify sound edit positions using appropriate documentation and optimise quality where applicable Log and assess sound sequences according to production requirements and arrange digital back-up copies as insurance against editing errors Consider how materials may be edited efficiently to meet technical and creative criteria Edit audio sequences according to production requirements and accurately document details of each edited sound sequence Generate an appropriate track list to facilitate subsequent stages of sound mixing processes Accurately chart positions and durations of sound sequences, noting requirements for transitions where applicable Apply effects and digital enhancements to maximise creative outcomes of sound sequences according to production requirements Manipulate editing software and equipment to produce required sequences and to resolve identified problems Seek feedback on work in progress from relevant production personnel and refine edits as required Submit final edits by the agreed deadline in accordance with enterprise procedures Archive edited audio files and complete associated documentation according to enterprise procedures Advise relevant production personnel of editing equipment requiring maintenance and leave workstation in original or improved condition Participate in post-production debriefing sessions as required Evaluate own performance against technical and creative criteriaand discuss with colleagues where appropriate
3. Edit sound sequences
3.1 3.2 3.3 3.4 3.5 3.6 3.7
4. Finalise sound edits
4.1 4.2 4.3 4.4
Required skills
communication, teamwork and organisational skills sufficient to: arrange sound media logically and accurately liaise with relevant production personnel understand and follow instructions technical skills sufficient to: edit a range of audio sequences and segments digitise pre-recorded content, e.g. digital and analogue audio, sound effects change audio from one format to another follow relevant file management protocols for specified operating systems identify faults that occur in audio production environments initiative and enterprise in the context of editing sound to meet creative production aural discrimination skills in the context of listening critically to, and enhancing the
requirements
quality of, sound elements and sequences self-management skills sufficient to: prioritise work tasks and meet deadlines seek expert assistance when problems arise literacy and numeracy skills sufficient to: identify and label accurately source materials and copies read and interpret sound documentation and plans implement and record codes and timings document sound components, e.g. maintenance of logging sheets Required knowledge

familiarity with basic sound editing conventions, practices and techniques editing and audio terminology understanding of the roles and skills associated with other post-production personnel sound editing software and equipment for both broadcast and non-broadcast varied characteristics of sound in a range of environments OHS standards in relation to: using a computer and keyboard for periods of time observing safe noise levels
assistant editor broadcasters CGI (computer generated imagery) personnel director musicians producer production manager sound designer sound editor sound effects personnel sound engineer sound recording studio personnel station manager supervisor technical director volunteers coordinator other technical/specialist personnel.
animated productions CD/DVD commercials documentaries feature films features - television and film filmed events or performances interactive media products music music videos news and current affairs podcasts promotional trailers radio broadcasts short films television programs, e.g.: music drama comedy variety sport websites.
archival recordings atmosphere CD/DVD recordings foley effects live captured effects music SFX (sound effects) synthesised sound voice recordings/dialogue.
Additional materials may include:
archival sound footage file images stock sound footage.
assembly order computer generated duration print-outs EDLs (edit decision lists) fault reports hire agreements list of sequences with relevant shot numbers log sheets for location manually written marked-up scripts marked-up transcripts memos of instruction operational/project plan production schedules scripts sound recordings sound/audio reports wild-line and sound effects log sheets. cassettes CD DAT DMSS (digital mass storage systems) DVD hard disks internal sound cards magneto-optical optical tape.
Digital storage may include:
Editing equipment may include:
amplifiers audio converters audio desk/mixers CD player/burner CDs DAT (digital audio tape) digital and analogue recording devices digital non-linear (online) editing systems DVDs effects rack hard disk recorder headphones linear (off-line) editing systems mini disks mixing console/desk analogue, digital, digitally controlled analogue (hybrid) sequence sampler speakers tape machines.

Additional equipment may include:
cassette player/recorder CD player/recorder DVD player/recorder headphones iPod microphones sound cables speakers. computer disks labels marker pens mini disks sound tapes, e.g.: DAT cartridge compact audio cassette reel-to-reel 16 mm magnetic. atmosphere recordings dialogue foley effects interviews live recordings music sound effects synthesised audio.
Audio content may include:
audio/sound, e.g.: DAT AIF (AIFF) WAV WAV (BWF - broadcast WAV format) WMA MIDI OGG AAC (advanced audio coding) Apple lossless magnetic tape Real Audio QuickTime MP3 computerised data. after effects package computer programs, e.g.: Pro Tools Sound Forge Adobe Audition Final Cut Pro Adobe After Effects EDL software freeware shareware.
Sound edit may include:
computerised data digital non-linear edit of rough and fine cuts edit of source and recorded materials film and video audio assets initial edit of sound rushes integration of the picture (image) editing process to ensure sound and picture are in sync linear off-line on-line.

Sound sequences may include:
atmosphere tracks dialogue foley effects music sound effects tracks that have been: pre-recorded (using sound effects libraries) recorded live (foley sound effects, production sound effects) electronically generated (synthesised/computer generated sound effects) voice-overs.

ADR (additional dialogue recordings) aesthetic atmosphere tracks durations effects music technical vision and sound edit voice-overs. ADR (additional dialogue recordings) audio levels balance between track levels balance of background music compression factors, e.g. codecs consistency of voice levels continuity of background ambience in location recordings distortion durations editorial requirements enhancement of visual images foley natural pausation sound balance, e.g. music synchronisation of sound and vision. copyright details durations in and out points quality assessment source details specific content take options technical notes.
Technical and creative criteria may include:
Details may include:
Manipulating editing software and equipment may include:
adjusting and normalising audio levels inserting, e.g.: transitions sound effects music voice-overs overlays manipulating audio clips, e.g.: cutting pasting copying moving splitting.

a range of digitally edited sound sequences that meet collaborative approach to work attention to detail ability to work to deadlines.
production requirements

access to a range of pre-recorded sound footage access to industry-current sound editing software as access to appropriate learning and assessment support
listed in the range statement
evidence and third-party workplace reports of on-the-job performance evaluation of a range of sound sequences edited by the candidate in response to instructions received from a supervising editor observation of the candidate preparing and editing sound sequences written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
CUFPOS201A Perform basic vision and sound editing CUFSOU301A Prepare audio assets CUFSOU302A Compile audio material for broadcast.
CUS09 Music (Version 1.1) CUFSOU301A Prepare audio assets
CUFSOU301A
Unit Descriptor
Prepare audio assets

This unit describes the performance outcomes, skills and knowledge required to prepare audio assets for inclusion in interactive media. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
The size of an enterprise or project determines who undertakes the role described in this unit. In a large-scale environment, the person responsible for this task would typically be supervised by an audio asset creator or audio engineer and an audio programmer or interactive media author. In a radio station, the prime focus of the task involves converting radio programs into podcast material or in a form appropriate to streaming or downloading, and this may be a dedicated role under the supervision of a producer. In a smaller enterprise or project, an audio programmer, interactive author or audio/sound engineer would absorb this task into their role. In all cases, they are collaborating closely with other team members. Skills associated with other aspects of audio/sound production at this level are covered in:
CUSSOU201A Assist with sound recordings CUFSOU204A Perform basic sound editing.
Unit Sector
ELEMENT 1. Identify audio assets
Obtain analogue or digital sources of audio Identify the source file formats Identify the output purpose , destination and platform Discuss with relevant personnel the required output file format and audio codecs for specified bandwidths Discuss with relevant personnel the appropriate audio encoding software Open appropriate audio encoding software and load audio file Eliminate or treat defects on sound recordings Equalise sound output levels where necessary Ensure duration of audio sequences meets that required by the specification, and adjust if necessary Determine and apply appropriate audio codecs Batch optimise audio files where possible Save files in appropriate output file format using standard naming conventions
2. Prepare audio assets
2.1 2.2 2.3 2.4 2.5 2.6 2.7
3. Package audio assets
3.1 3.2 3.3
Assign metadata tags if required Group files logically in folder system using standard naming conventions Store in share drive or repository for production team access
Required skills
communication and literacy skills sufficient to interpret and clarify written or verbal ability to work as a member of a production team, both independently on assignment technical skills sufficient to: use audio software to prepare audio sequences for inclusion in interactive media manage files using standard naming conventions apply appropriate metadata tags to describe files self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
instructions
and under direction
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, basic understanding of the relationship between the technical and creative aspects features of a range of delivery platforms basic understanding of what happens when audio files are compressed for inclusion appropriate codecs for various platforms and destinations digital audio source and output formats equalisation techniques
information architects, programmers and coders and requirements of interactive media projects in interactive media products
techniques for saving and preparing digital audio output to optimise file size OHS standards as they relate to working for periods of time on computers OHS principles of safe listening (including safeguards against hearing loss)
Source file formats may include:
WAV AIFF AU MP3 WMA AAC (Apple lossless) OGG.
Purposes may include:
audio sequences, e.g.: SFX (sound effects) music foley atmospherics dialogue additional dialogue, e.g. rerecorded and narration audio sequences incorporated into a: website podcast game learning object interactive application animation. computer-based playback software, e.g. iTunes downloading server internet audio players, e.g.: Quicktime Windows Media Player RealPlayer progressive downloading (buffering) server streaming server.
Destinations may include:
Platforms may include:
CD digital audio players (e.g. iPod, MP3) DVD games console internet kiosk mobile phone PDA (personal digital assistant).
audio engineer clients producer programmers and technical support people supervisor other specialist creative and administrative personnel as appropriate. AAC (advanced audio coding) AMR-NB Apple lossless MP3 RAM WMA. bit depth bit sampling rates mono or stereo standardised and preset codecs.
Output file formats include:
Audio codecs may include:
Audio encoding software may include:
audio editing tools, e.g.: Audacity Adobe Audition Pro Tools specialised audio compression tools.
Metadata tags may include:
album artist defaults description episode resolution track version.

preparation of a range of audio sequences to be included
in interactive media products that meet appropriate technical specifications proficient use of audio encoding software.

access to industry-current audio encoding software access to appropriate learning and assessment support use of culturally appropriate processes and techniques
when required
evidence and third-party workplace reports of on-the-job performance evaluation of audio assets prepared by the candidate on a number of occasions written or verbal questioning to test knowledge of codecs for various platforms and understanding of file compression.
CUFDIG301A Prepare video assets.
CUS09 Music (Version 1.1) CUFSOU302A Compile audio material for broadcast
CUFSOU302A
Unit Descriptor
Compile audio material for broadcast

This unit describes the performance outcomes, skills and knowledge required to record and edit short audio segments within tight deadlines. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Reporters at radio stations typically apply the skills and knowledge outlined in this unit. This work is usually assignment-based and clear instructions on production requirements are provided by supervising staff. On location, the reporter is typically responsible for setting up equipment and recording the audio material. During the editing process, the reporter has access to supervising staff to help resolve problems. More complex skills associated with conducting in-depth interviews are covered in:
CUFAIR401A Conduct interviews.
Skills associated with a full range of basic sound editing skills are covered in:
CUFSOU204A Perform basic sound editing. Unit Sector Media and entertainment production audio/sound
ELEMENT 1. Prepare to record audio material
Confirm production requirements and deadlines with relevant personnel Become sufficiently familiar with topics to ask appropriate questions of interviewees Prepare appropriate questions that elicit information relevant to production requirements and that ensure interview purpose is met Rehearse questions as required Check that portable audio recording equipment and accessories are fully functional and report equipment faults to relevant personnel Ensure charged batteries are in sufficient supply to meet recording needs
2. Record audio material on location
2.1 2.2 2.3 2.4 2.5 2.6
Position microphone to achieve optimum audio quality, taking into account weather conditions and background noise at location Conduct sound and level check to ensure that audio recording equipment is fully functional Record an identification according to station procedures Record audio material according to production requirements Record ambient sound as bridging material for the editing process Dismantle audio recording equipment and check that all equipment is accounted for before leaving location Listen to recorded audio and identify edit positions to produce required audio segment Transfer audio material into computer hard disk storage system or software Use software functions to edit audio material in accordance with production requirements and within time constraints Listen to edited material to evaluate quality and content and to identify problems Manipulate the editing software to solve identified problems and seek expert advice if required Save final edit in appropriate format Leave the worksite in the original or improved condition for use by colleagues Complete documentation and submit edited material for approval to relevant personnel by the agreed deadline Make final adjustments in response to feedback from relevant personnel Archive edited material in accordance with station procedures
3. Edit audio material using digital editing systems
3.1 3.2 3.3 3.4 3.5 3.6
4. Submit edited material for broadcast
4.1 4.2 4.3 4.4
Required skills
communication skills sufficient to: interpret and clarify written or verbal instructions ask basic questions clearly and confidently of interviewees ability to work as a member of a production team, both independently on assignment initiative and enterprise in the context of setting up recording equipment to optimise technical skills sufficient to: make simple adjustments to, and operate, basic audio recording equipment in a range literacy and numeracy skills sufficient to: interpret written background information complete workplace documentation accurately label source materials and copies time segments to meet production requirements self-management skills sufficient to: work under pressure meet deadlines seek expert assistance when problems arise problem solving skills sufficient to anticipate and deal with minor equipment set-up use basic functions of digital editing software to produce audio material for broadcast
and under direction
quality of recorded material of locations
problems
Required knowledge
industry knowledge, including: roles and responsibilities of personnel involved in the production process issues and challenges that arise in the context of compiling audio material for techniques for: recording audio in variable weather conditions minimising the effect of background location noise while recording audio characteristics of commonly used microphones and portable audio recording equipment OHS requirements as they relate to recording audio material on location and working for
broadcast
periods of time on computers
events landline links live and pre-recorded radio broadcasts live and pre-recorded television broadcasts live feeds outside broadcasts satellite-linked interviews studio productions syndications test viewings.
broadcasters (remote broadcast engineers) clients directors/producers/supervisors post-production editors/mixers programmers/program managers sound effects persons sound engineers sound technicians (designers, editors, mixers, recordists, re-recording mixers) technical support staff.

Interview purpose may include:
delving into a personality eliciting anecdotal information gaining information/facts justifying, interpreting or obtaining an opinion/ comment recounting a personal experience.
Audio recording equipment and accessories may include:
analogue recorders batteries and battery charger clamp-on adaptors cables and leads digital recorders, e.g.: hard disk mini disk DAT headphones microphones, e.g.: uni-directional omni-directional cardiod shotgun lapel microphone stand pop shields. date interviewee interviewer location program topic. basic interviews material from live events/incidents material from press conferences vox pops. location sound effects room sound sounds of nature street noise.
Identification may include:
Audio material may include:
Ambient sound may include:
Location may include:
exterior, e.g.: street festival/event interior, e.g.: press conference event private home commercial premises. professional-standard applications systems or software applications developed in-house.
System or software may include:
copy cut fade move normalise levels paste. AAC AIFF Apple Lossless FLAC MP3 TTA WAV WMA. cue sheets (intro and outro cues, duration) fault reports labels running sheets.

ability to work within production deadlines ability to work effectively as a team member and ability to operate basic audio recording equipment in
independently on clearly defined assignments
ability to edit audio material using the basic functions of
locations such as those listed in the range statement digital editing software.

access to a functional set of equipment based on items
listed in the range statement. Equipment must be sufficient to enable the compilation of a portfolio of edited audio material recorded in different locations, including exterior and interior, and variable weather conditions that the candidate demonstrates competency in recording and editing audio material in a production environment over a period of time 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.
evidence and third-party workplace reports of on-the-job performance evaluation of a range of audio material recorded and edited by the candidate in response to instructions observation of the candidate recording material in the field written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
CUFPPM301A Plan and prepare programs CUFRES201A Collect and organise content for broadcast CUFSOU204A Perform basic sound editing.
production
CUS09 Music (Version 1.1) CUFWRT301A Write content for a range of media
CUFWRT301A
Unit Descriptor
Write content for a range of media

This unit describes the performance outcomes, skills and knowledge required to write content for a range of media. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
The person applying the skills and knowledge outlined in this unit could be expected to write both original and re-purposed non-narrative content for a range of media. The content could include such things as information for websites; community, news and promotional announcements for radio stations; organisation newsletters and audio or visual presentations. In larger organisations or in the development of e-learning resources, the person would usually be re-purposing material written by other writers or content experts. This work is usually undertaken with some supervision and guidance. The writing of narrative content is covered in:
CUFWRT302A Write simple stories.
More complex skills associated with writing can be found in:

CUFWRT401A Edit texts CUFWRT403A Write narration and current affairs material. Unit Sector Communication writing
ELEMENT 1. Prepare to write content
Identify production requirements for content with relevant personnel and according to organisational procedures Identify purpose of content and other factors that have implications for the way content will be written Identify text-based content that may be incorporated and referenced, and organise copyright clearances as required Use a range of additional sources to find information where there are perceived gaps in text-based content Identify needs and perspectives of target users and audience with reference to a range of user data Generate a range of ideas relevant to purpose of the content to be written In consultation with relevant personnel, evaluate and select most appropriate content ideas and writing styles
2. Draft content
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8
Classify, structure and sequence content so that it is easy to read or navigate Draft content using writing and communication principles Draft content using writing techniques appropriate to purpose of the content Provide captions or descriptions for media assets as required Apply presentation techniques to enhance readability Refine and redraft content until it meets creative requirements Proofread content and conduct readability tests if appropriate Submit final draft to relevant personnel for consideration and review Incorporate feedback from relevant personnel into final content Submit content by agreed deadline according to organisational procedures Note areas for improvement in own area of responsibility and take action accordingly
3. Finalise content
3.1 3.2 3.3
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions write content in a style appropriate to target users and audience communicate information to specific audiences structure text-based content effectively for target audiences and delivery format work collaboratively in a team environment - both independently on assignment and conceptual skills sufficient to generate a range of text-based content ideas in response technical skills sufficient to: proficiently use word processing tools check and proofread written content using manual and automated systems self-management and planning skills sufficient to: prioritise work tasks source information and reference material in a timely fashion meet deadlines seek expert assistance when problems arise respond positively to constructive feedback
under direction
to a brief
Required knowledge
industry knowledge, including: roles and responsibilities of project team members issues and challenges that arise when writing content understanding the way readers scan and read written material writing and communication principles for the relevant medium writing and presentation techniques for the relevant medium sound knowledge of grammar and punctuation media laws sufficient to identify defamation and obscenity and seek expert advice on copyright clearance procedures OHS as it relates to working for periods of time on computers
issues that could lead to legal action
availability of staff budget confidentiality contractual copyright deadlines duration of items for on-air presentation editing process intellectual property location number of content items schedule specified number of words station procedures.
Content may include:
community service announcements copy for interactive media products copy for newsletters or other print media intros, outros and back announcements items for wikis news and current affairs items for community broadcasting on-air presentation material sponsorship announcements surveys: online print telephone polling.

asset creators authors broadcasters clients content experts directors editors graphic designers information architects other writers producers program managers programmers volunteers' coordinators other technical/specialist staff.
Purposes may include:
audio and visual presentations educational informational marketing networking: social corporate promotional.
delivery platform for interactive media content, including: internet CD DVD games console kiosk mobile telephone personal digital assistant (PDA) target audience characteristics type of program or product: lifestyle chat and interview talkback news current affairs music interactive game website.
Text-based content may include:
actual events articles documents dramatic material education and training texts interviews manuals news sources press releases publications.
actual events colleagues commercial enterprises federal, state and local government departments fiction imagination industry associations and organisations industry practitioners and technical experts internet life experience media outlets organisational policies and procedures personal observations and experience publications: reference books newsletters and magazines specialist technical journals bulletins, press releases and letters manufacturer handbooks, manuals and promotional material.
User data may include:
audience research compiled by external bodies, such as
the Australian Bureau of Statistics focus groups personas profiles site feedback site metrics surveys. conversational dialogue dramatic formal humorous journalistic plain English whimsical.
Writing styles may include:
Writing principles may include:
clear and meaningful concise consistent style correct grammar, punctuation and spelling factually accurate logical order.
communicates the message conveys meaning encourages feedback and interaction meets audience requirements promotes two-way conversation. applying the inverted pyramid avoiding cliches, jargon and slang choosing appropriate words crafting paragraphs crafting sentences creating relevant hyperlinks by using accessible wording to link internal and external content cutting verbiage employing active voice using plain English using the 5 Ws: who, what, when, where and why writing visually for an auditory medium. 2D animations 3D animations audio graphics photos video. abstracts blurbs bullet and numbered lists captions formatting headings and subheadings hyperlinks typography.
Writing techniques may include:
Presentation techniques may include:
Readability tests include:
Flesch-Kinnaid index Gunning Fog index W3C Accessibility standards as they apply to text-based
content for interactive media.

application of the principles of writing and communication
to content written for a range of purposes content written in a way that engages the target audience sound knowledge of grammar and punctuation collaborative approach to work ability to work under pressure and meet deadlines.

practical demonstration of skills by writing a range of
content within timeframes typical in an industry context access to: word processing software variety of information sources 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.
evidence and third-party workplace reports of on-the-job performance evaluation of content written by the candidate in response to a range of briefs written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
CUFPPM301A Plan and prepare programs CUFRES201A Collect and organise content for broadcast CUFWRT302A Write simple stories.
or publication
CUS09 Music (Version 1.1) CUFWRT401A Edit texts
CUFWRT401A
Unit Descriptor
Edit texts
This unit describes the performance outcomes, skills and knowledge required to edit written material. People in editorial roles refine and amend text to enhance the clarity of written communication. They may also be involved in making decisions about the placement of visual material in relation to text. When editing text, they take into account the needs of the readership, the author's intention, available resources and the type of publication. A thorough knowledge of grammar, syntax, spelling and punctuation is essential, along with an eye for detail and a systematic approach to work. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit covers the role of editors or subeditors working in contexts such as book publishing, magazines and journals, corporate, online media, government and not-for-profit organisations. It also covers the role of freelance editors. Even though people in this role work with a fair degree of autonomy, they report to a manager or, in the case of freelance editors, to a client.
Unit Sector
Communication writing
ELEMENT 1. Prepare to edit written content
In consultation with relevant personnel clarify the scope of editing tasks, including timelines Determine style or tone appropriate to the publication or type of communication materials Identify factors that have implications for the way content will be edited
2. Enhance clarity of written communication
2.1 2.2 2.3 2.4 2.5 2.6 2.7
2.8 2.9 3. Finalise editing process 3.1 3.2 3.3 3.4
Amend text according to the principles of clear language and logical structure Ensure that language level is appropriate to target audience Ensure that tone is consistent with theme and purpose of the communication Review punctuation to ensure clarity of meaning and ease of reading Review written material for correct use of grammar and syntax Monitor text for non-inclusive or potentially offensive language In consultation with relevant personnel, clarify areas where content is unclear and amend accordingly, giving due consideration to preserving the integrity of the author's voice as amendments are made Amend text for consistency where additional information has been incorporated Mark up text according to enterprise procedures Check accuracy of references and organise copyright clearances as required In consultation with relevant personnel, finalise the format and placement of visual material as required Submit final edited material to relevant personnel by agreed deadline Evaluate editing process, assessing one's own performance and noting areas for future improvement
Required skills
ability to work as a member of a team in producing communications materials initiative and flexibility sufficient to: edit material for purpose and structure negotiate changes to written material aimed at enhancing the quality of final products proficient use of word processing and other software tools communication and literacy skills sufficient to: interpret and clarify written or verbal instructions apply correct grammar, spelling and punctuation when editing edit communication materials with an understanding of audience or reader needs and apply proofreading skills apply appropriate publishing and presentation formats apply non-discriminatory language
expectations
self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance as required, e.g. on issues that could lead to legal action
Required knowledge
industry knowledge, including: roles and responsibilities of project team members issues and challenges that arise when editing text principles involved in the integration of visuals and text principles for writing and editing in plain English rules and conventions for written English, as defined by general and specialist effective communication techniques, including effective listening, questioning and legislation, codes of practice and standards sufficient to identify: intellectual property issues copyright and copyright clearance requirements privacy issues editing standards discriminatory or potentially offensive language issues OHS standards as they relate to working for periods of time on computers
dictionaries and grammar books, and enterprise or government style guides
non-verbal cues
author client editor graphic artist graphic designer manager marketing and publicity personnel permissions department personnel producer subeditor typesetter.
Publications may include:
books corporate documents: reports newsletters marketing and promotional materials, including online print and online publications: literary magazines journals newspapers.
Communication materials may include:
content written for a range of interactive media, such as: websites e-learning resources games essays extended non-fiction writing, including biography feature articles or profiles fiction writing: short stories novels novellas information articles and features life writing or autobiography literary non-fiction marketing materials poetry reports and memos scripted material for broadcast: news items intros outros voice-overs and narration writing for children: stories picture books novels non-fiction. compliance with genre consistency of tone language that is free of: verbosity ambiguity unnecessary repetition jargon non-discriminatory language use of plain English use of words appropriate to the context. connections between phrases, clauses, paragraphs and paragraph structure sentence structure.
Principles of clear language may include:
Elements of logical structure may include:
sections
Tone may include:
dramatic entertaining formal humorous informal or casual informational.
Grammar and syntax may include application of:
Australian Standards for Editing Practice - Council of grammar and punctuation conventions as demonstrated
Australian Societies of Editors
by Australian Government Style Manual and other house style guides. bibliography footnote or endnote index list of references table of contents.
References may include:
Copyright clearances may be required for:
fonts quotations from: literary works song lyrics visual material: photos illustrations cartoons.
Visual material may include:
cartoons charts diagrams illustrations logos photos.

examples of edited written material that: demonstrate correct application of grammatical and are free of spelling errors are coherent and clear to read are presented in a format appropriate to the stipulated ability to work to deadlines collaborative approach to work attention to detail.
punctuation conventions
audience and purpose

access to a computer and the internet access to a range of information, publication and
communications material sources as listed in the range statement provision of workplace sample documents or workplace-oriented simulation case studies or scenarios 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.
evaluation of a range of written material edited by the
candidate, which involves comparing the original and final edited copy case studies and problem-solving exercises to determine ability to correctly apply grammatical and punctuation conventions written or oral questioning to test knowledge of principles for writing and editing in plain English written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit review of portfolios of evidence and third-party workplace reports of on-the-job performance.

BSBCRT402A Collaborate in a creative process CUFWRT301A Write content for a range of media CUFWRT302A Write simple stories CUFWRT402A Write extended stories CUFWRT403A Write narration and current affairs material.
CUS09 Music (Version 1.1) CUVADM08B Develop and manage public relations strategies
CUVADM08B
Unit Descriptor
Develop and manage public relations strategies

This unit describes the skills and knowledge required to develop and implement a plan for public relations activities within an organisation. It focuses on the skills and knowledge required by managers, owners/managers of small businesses and marketing personnel. As such the unit does not reflect the depth and breadth of skills required by specialist public relations professionals. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills. No sector assigned
ELEMENT 1. Generate organisational identity consistent with organisation's vision.
Collect and analyse internal and external information which informs the development of a public relations strategy. Review the organisation's core activities, business values and current business direction to identify potential images and messages . Identify and consult with key stakeholders in relation to public relations issues. Identify relevant target groups for public relations activities. Identify and select strategies which enhance and promote the organisation's identity to the target groups. Identify and plan for the range of potential situations and reactions to which the organisation may need to respond. Incorporate legal and ethical considerations into the planning process. Provide timely opportunities for colleagues to contribute to public relations planning. Submit public relations plan for approval where appropriate in accordance with organisational policy. Define and communicate clearly all priorities, responsibilities, timelines and budgets, involving appropriate colleagues. Implement and monitor actions detailed in the plan according to schedule and contingencies. Produce public relations reports in accordance with enterprise policy. Share public relations information with colleagues to maintain awareness of current organisation direction and priorities.
2. Prepare public relations plan or strategy.
2.1 2.2 2.3 2.4 2.5 2.6
3. Manage the implementation of the public relations plan.
3.1 3.2 3.3 3.4
4. Evaluate and review the public relations plan.
4.1 4.2 4.3 4.4
Establish appropriate mechanisms to obtain feedback about public relations activities and strategies . Evaluate public relations activities using agreed methods and benchmarks. Make adjustments in accordance with feedback and evaluation. Communicate and implement agreed changes.
Required skills
research and analytical skills to analyse internal and external environments.
Required knowledge
the public relations context for the organisation, including knowledge of the ways in
which similar organisations generate and promote their identity ways in which public relations links to other aspects of marketing and management the structure and function of a range of print and electronic media planning techniques and formats in relation to public relations formats, features and uses of different public relations resources, e.g. media releases, journalist familiarisations, press kits legal issues that impact on public relations, e.g. Trade Practices.
Internal and external information which informs the public relations strategy may include information relating to:
business plans community activities competitor organisations current market conditions current trends/developments in the relevant industry context financial plans government activities legal environment marketing plans. a department a program of events a single event a specific product or service an organisation.
Public relations plans and strategies may be for:
Images and messages may include:
nature of products and services, e.g. performances, operational style, e.g. efficiency, probity, ethical, fair,
exhibitions, sale
responsive relationship to public, e.g. leading edge, responsive service provision, e.g. hours of operation, range of facilities, services, access stylistic direction, e.g. innovative, contemporary, classical, folk, indigenous, international track record of organisation visual identity, e.g. logo, signage, public appearance, colour.
funders, sponsors patrons, visitors promoters representatives from boards and committees associated with organisation staff.
event organisers media representatives, e.g. journalists, editors,
Target groups may include:
producers, directors patrons, sponsors, funders promoters staff, volunteers suppliers, vendors, related businesses visitors, audiences.
Potential situations may include:
capitalising on favourable publicity minimising the impact of any unfavourable press responding to unforeseen operational issues, e.g. unprecedented or overwhelming support/attendance.
accidents, shortages
Legal and ethical considerations may relate to:
codes of practice cultural expectations and influences legislation social responsibilities.
Feedback mechanisms may include:
consultation with colleagues direct questioning formal/written feedback measurements of level of support, e.g. attendance, sponsorship, patronage media monitoring.
Strategies and activities may relate to:
direct advertising gifts logos media materials, e.g. press releases, articles, reviews membership and loyalty programs planned activities, e.g. launches, openings, guest appearances, charitable support, cocktail parties signage, banners sponsorship.


development and implementation of a public relations detailed knowledge of public relations protocols,
plan for a specific organisation or area of an organisation resources and activities as relevant to the industry sector.

practical demonstration of skills through the development
and implementation of a public relations plans for an organisation/area of an organisation interaction and collaboration with others to reflect consultation and communication skills within this unit assessment conducted over a period of time to reflect the ongoing implementation and monitoring aspects of the unit.
evaluation of a public relations plan developed by the role play or simulation and practical activities for
candidate
consultation, staff training, media interaction and presentations development and analysis of case studies written/verbal reports on public relations plan, negotiation, promotion hypothetical or problem solving scenarios questioning and discussion about case studies, plans, strategies review of portfolios of evidence third party workplace reports of performance by the candidate.
Assessment of this unit requires access to the materials resources and equipment needed to research public relations campaigns and media opportunities. This unit has linkages to a range of other management and marketing units and combined assessment and/or training with those units may be appropriate.
CUS09 Music (Version 1.1) CUVADM10B Research and utilise revenue and funding opportunities
CUVADM10B
Unit Descriptor
Research and utilise revenue and funding opportunities

This unit describes the skills and knowledge required to identify appropriate sources of revenue and funding consistent with the organisation's vision, and to actively develop the information and relationships required to secure revenue. This role would generally be undertaken by a manager or senior administrator. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills. No sector assigned
ELEMENT 1. Determine potential revenue opportunities.
Research potential revenue opportunities to determine availability. Research potential revenue opportunities in terms of access and constraints. Evaluate opportunities in relation to the organisation's overall vision and direction. Evaluate opportunities in terms of potential costs and benefits to the organisation. Determine priorities in seeking revenue from identified sources in accordance with the organisation's current direction and vision. Identify key stakeholders who can support the organisation and/or its revenue building activities. Determine avenues to establish suitable relationships which will support the organisation and/or its revenue building activities. Maintain and build positive relationships which support the organisation. In a timely manner, assign appropriate resources associated with seeking revenue or funding. Pursue selected potential revenue sources in accordance with priorities. Monitor all arrangements to ensure compliance with the requirements of the funding source. Review the impact of funding on the organisation. Review organisation's priorities and funding planning arrangements.
2. Evaluate potential revenue sources.
3. Establish and maintain relationships associated with potential revenue sources.
3.1 3.2 3.3
4. Implement strategies to enhance revenue.
4.1 4.2 5.1 5.2 5.3
5. Evaluate revenue opportunities.
Required skills
systems through which opportunities may occur, e.g. government departments, industry business requirements, e.g. audit, accounting, legal responsibilities.
Required knowledge
other organisations and the approaches they have used to generate revenue and
funding.
Revenue opportunities may include:
advertising corporate contributions government funding promotional opportunities sales sponsorship. benchmarking with other similar organisations experts government funding programs Internet newspapers and magazines tender search organisations. completion of proposals or submissions direct approaches presentations response to tenders or advertising retail outlets sourced or established.
Process required to access potential revenue sources may include:
Evaluation of potential revenue opportunities may include:
analysis of benefits analysis of costs involved, e.g. time, people, resources,
compliance requirements, reporting requirements consistency with organisational vision length of support obtained likely chance of success nature of support obtained profile opportunities relationship/network opportunities.
Avenues to establish relationships may include:
attendance at organised networking events, e.g. direct approaches offering support to other organisations organisation of own networking events, e.g. launches, presentations.
conferences, openings, launches
displays, workshops, promotions
costs associated with such things as catering, printing, staff time.
mail outs, etc
Impact of funding on organisation may involve:
ability to comply with any funding/sponsorship conditions access to other potential revenue sources additional networking opportunities additional promotional and profiling opportunities additional work requirements on staff increase in the utilisation of that funding source opportunities to extend potential funding into new areas reporting requirements.

development of an action plan which outlines selected
strategies for pursuit of funding or revenue for a given organisation.

practical demonstration of skills through the development
of an action plan detailing revenue strategies.
role play/simulation around relationships and negotiation preparation of action plans, strategies and proposals questioning and discussion about action plan and
activities
negotiation strategies verbal and written reports development and analysis of case studies review of portfolios of evidence third party workplace reports of performance by the candidate.
Assessment of this unit requires access to the materials, resources and equipment needed to research funding and revenue opportunities. This unit has linkages to a range of other units and combined assessment and/or training with those units may be appropriate, e.g.:
CUEFIN03B Obtain sponsorship.
CUS09 Music (Version 1.1) CUVADM13B Research and critique cultural work(s)
CUVADM13B
Unit Descriptor
Research and critique cultural work(s)

This unit describes the skills and knowledge required to research and critique cultural work(s). The unit includes the ability to research cultural work(s) and information related to the work(s) and to reflect on and present a critique in a selected context in either a spoken or written mode. Informed research and critical analysis skills rather than written or spoken skills are the focus of the unit. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills. No sector assigned
ELEMENT 1. Research context of cultural work(s).
Identify relevant sources of information on cultural work(s) . Identify and explore potential new and alternative sources which are relevant to the work(s). Use formal and informal research techniques appropriately to access information. Organise research materials and findings for current and future use. Critically evaluate work(s) and information related to the work(s). Assess ways in which different aspects of history, theory and other influences are applied, adapted or challenged within the cultural work(s). Develop substantiated position (s) to inform critical analysis of work(s). Produce written or spoken texts on cultural works in appropriate genre to meet organisational or publishing requirements. Apply appropriate text specifications to meet different audience and purpose requirements . Apply relevant cultural protocols to the critique of cultural work(s). Identify and use opportunities to update and expand knowledge of history, theory and other influences on cultural work(s). Incorporate and integrate knowledge into cultural analysis and reporting.
2. Link research to cultural work(s).
2.1 2.2 2.3
3. Present critique.
3.1 3.2 3.3
4. Update and maintain knowledge of trends related to domain of cultural work(s).
4.1 4.2
Required skills
literacy/oracy skills sufficient to critically evaluate and present complex and varied
research skills sufficient to analyse, interpret and present complex and varied references
information on history and theory and other influences in relation to cultural work(s) for application to cultural work(s).
Required knowledge
broad range of sources of information about history, theory and cultural practices
relating to cultural work(s) conventions of art criticism information organisation practices and how these can be applied to the critique of cultural work(s) copyright, moral rights, cultural protocols and intellectual property issues and legislation and how these relate to the use of information in relation to cultural work(s).
dance film, web historical texts images, objects journal articles oral histories performances, presentations religious and spiritual texts scientific texts secondary texts stories technical or medium specific information the writings of cultural theorists and philosophers
Information may relate to:
aesthetics criticism cultural issues gender and identity issues histories of art, craft and design land and place linguistics myth and legends new technologies philosophy politics signs and symbols spiritual concerns technical aspects of performances, presentations world histories. arts administration dance design multimedia music performing arts photoimaging visual arts and contemporary craft writing. attendance at performances interviews with innovative arts practitioners participation in performances visits to trade fairs, galleries, special events, e.g. biennial exhibitions, laboratories.
Cultural work(s) may involve work(s) from one, or more than one, area of the arts including:
Exploring potential new and alternative sources of information involves accessing information in a culturally appropriate way and may involve: Formal and informal research techniques may include:
analysis comparing information critical discourse discussion judgement note taking, listing observation reflection summation. charts data base diagrams files indices mind maps sketches.
Organising research materials and findings may involve:
Evaluating may include:
comparing considering merit contrasting critiquing discussion and debate judging reflecting. cultural practices and heritage local traditions and events media political frameworks related discourses techniques temporal considerations works of other artists. culture ecology gender philosophy politics society spirituality. academic texts art talks or presentations exhibition/performance programs/brochures/flyers gallery/museum/institutional/studio guiding presentations journal articles magazine or periodical articles newspaper reviews seminar presentations.
Other influences may include:
Developing substantiated positions in relation to history, theory and other influences involves examination and justification from a range of viewpoints within: Written or spoken texts may include:
Appropriate text specifications may include:
conventions of art criticism language, tone and grammar appropriate to written or length, layout and format conventions of relevant written
spoken texts
or spoken texts.
Audience requirements may cover the need to take account of the level of sophistication or understanding of cultural work(s) of:
academic and teaching staff gallery/museum/organisation/theatre/studio visitors listeners peers readers.
Purpose requirements may cover:
critical review of work(s) examination of work as an example of specific period or
approach or style or school of cultural work(s) or as prototype or derivative piece examination of work in the context of other practitioners' work(s) examination of work in the context of selected practitioner's other work(s) or period(s) judgement of value of cultural work(s).
extent to which reference to the work may be used in intellectual property moral rights and copyright permission to refer to and use the work(s), including
Cultural protocols may include:
presentation modes (written or spoken) requirements
protocols for the reference of work(s) or practitioner(s) by
systems for the administration of copyright of images others.
Updating and expanding knowledge of history and theory may involve:
discussions with innovative practitioners in relevant areas using the Internet visits to exhibitions, events, performances, presentations,
of arts practice
studios, laboratories, manufacturers.

application of research and analytical skills to critically sound knowledge history and theory references and other
evaluate cultural work(s)
influences and their application to the selected cultural work(s) knowledge of art criticism conventions use of appropriate genre of written or spoken texts to meet audience and purpose requirements.

project or work activities that allow the candidate to apply
research, analysis and judgement to cultural work(s).
evaluation of presentation or documentation prepared by
the candidate explaining research processes and how issues surrounding history/theory and other influences have been used in the analysis of the work case studies to assess ability to research and use different types of information in the analysis of cultural work(s) questioning and discussion about the cultural work(s) written or verbal reports or documentation review of portfolios of evidence of completed or similar work third party workplace reports of performance by the candidate.
Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those which interrupted schooling).
Assessment of this unit requires access to the materials, resources and equipment needed to research information and to present critique. This unit has linkages to a range of other units and depending on the context, combined assessment and or training with those units may be appropriate, e.g.:
CUVCOR13B Research and critically analyse history and CUSRAD02A Conduct research CULMS617A Undertake research.
theory to inform artistic practice
CUS09 Music (Version 1.1) CUVCOR02B Develop and articulate concept for own work
CUVCOR02B
Unit Descriptor
Develop and articulate concept for own work

This unit describes the skills and knowledge required to develop and articulate the concept for own work. The concept encompasses ideas, form and context for the work This unit describes the articulation of the creative process and includes the need to review information to inform concept development and have some communication with others about the development process. In practice, this unit is always integrated with the actual production of work, as described in various specialisation units. This unit both encompasses and goes beyond unit CUVCOR01B Source concept for own work. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills. No sector assigned
ELEMENT 1. Develop concept.
Identify and collect relevant information from a range of sources. Organise collected information in a way which assists in concept development. Review collected information and select possible concepts for work. Select final concept based on collected information and ideas and intentions for own work. Choose a way of presenting the concept, based on nature of work and context for communication . Provide clear information to others about the concept, including information and ideas used. Seek feedback on concept and review feedback for inclusion.
2. Articulate concept.
2.1 2.2 2.3
Required skills
literacy skills sufficient to source, organise, and review a range of information for the
development of the concept for own work.
Required knowledge
general knowledge of a range of sources of information to assist in the development of general knowledge of suitable communication methods to present the concept for own
the concept for own work
work overview knowledge of the elements and principles of design to assist in the development of the concept for own work general knowledge about other artists and concept development for their own work introductory knowledge about theoretical and historical contexts to assist in concept development for own work awareness of copyright, moral rights and intellectual property issues to assist in the development of the concept for own work.
books, magazines, poems direct observation of the natural or built environment family stories music and/or film/video myths and legends (including religious) oral history photographs and other artworks.
Organising information may include:
file (may be digital) scrap book of images written and/or visual diary. a relationship to a theoretical and historical context elements and principles of design the subject mater or theme for the work, e.g. the body;
The concept may include:
identity; land and place; political, cultural or social issues; spiritual concerns. aesthetic appeal cultural conventions and/or significance personal interest thinking beyond established boundaries.
Reviewing collected information may involve:
A communication method may include:
oral (which may include song) visual and oral written written and visual. cultural issues surrounding presentation how the concept is being presented physical limitations the people to whom the concept is being presented why the concept is being presented.
The context for communication may relate to:
Reviewing feedback may involve:
discussion with others making notes.

development of the concept through the process of
collecting, organising and reviewing information to select final option for the concept effective communication with others about the development of the concept. The assessment context must provide for:
practical demonstration of skills through the development interaction and involvement with others to reflect the
and presentation of a concept for a piece of work communication aspects of this unit.
evaluation of a presentation by the candidate written and/or verbal reports questioning and discussion about the candidate's
intention and work outcome visual presentation, including diagrams, charts, slides, digital review of portfolios of evidence review of third party workplace reports of performance by the candidate. Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who may have literacy or numeracy difficulties e.g. speakers of languages other than English, remote communities and those with interrupted schooling).
Assessment of this unit requires access to the materials, resources and equipment needed to seek, organise and review information for the development of the concept for own work. It also requires access to appropriate resources suitable to present the concept for own work. This unit underpins many specialisation units and combined assessment, and/or training with those units is highly recommended.
CUS09 Music (Version 1.1) CUVPHI514A Employ colour management in a digital imaging workplace
CUVPHI514A
Unit Descriptor
Employ colour management in a digital imaging workplace

This unit describes the performance outcomes, skills and knowledge required to manage colour in a digital imaging workplace. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills. (CUFDIG303A Produce and prepare photo images CUFDIG304A Create visual design components)
Employability Skills Prerequisite Unit(s) Application of the Unit
This unit applies to any digital imaging industry where digital files are captured, acquired, created, manipulated, integrated, enhanced, output, managed and archived to a variety of media in which colour accuracy is integral. This unit requires the self-directed application of skills and knowledge to research, evaluate, plan, coordinate and manage the accuracy, consistency and integrity of colour in born digital and hybrid (digitised/scanned film or print) workflows. This work is usually undertaken autonomously (with guidance where required).
Unit Sector
No sector assigned
ELEMENT 1. Research history and apply theory of colour in a digital imaging context.
1.5 2. Identify appropriate colour 2.1 management systems and strategies and apply to a workplace. 2.2 2.3
Identify colour theories/theory as it applies to the digital imaging context using appropriate sources of information and standards . Evaluate currency/credibility of information gathered and ensure research scope is sufficiently broad. Examine how colour is created, defined and managed in contemporary digital imaging devices . Investigate the areas of capture, display, output and archive spaces in contemporary digital imaging devices where colour management is critical to the production of a quality product . Maintain accurate and comprehensive details of sources of information and standards. Identify and select appropriate colour management systems and strategies for specific digital imaging devices. Evaluate suitability of selected colour management systems and strategies in terms of relevance and cost efficiency. Adopt and adapt selected colour management systems and strategies to digital workplace.
3. Review and update colour management strategies.
3.1 3.2
Review performance and assess impact of adapted colour management systems and strategies. Develop systems to update and respond to future colour management systems and strategies as they arise from emerging technologies and workplace practices.
Required skills
research techniques sufficient to access information on colour theory and management literacy skills sufficient to interrogate/interpret a broad range of information on colour
theory and management numeracy skills sufficient to understand numeric values and meaning against colour theory and how RGB, CMYK and LAB colour values are quantified communication skills sufficient to: critique and discuss colour theory and management use industry and community networks as sources of information critical thinking skills sufficient to identify best practice options and adopt/adapt colour management strategies problem solving skills sufficient to: recognise and resolve workplace issues when adopting/adapting colour management systems into digital workplace solve colour issues learning skills sufficient to seek expert advice when adopting/adapting colour management strategies planning and organising skills sufficient to: develop strategies to respond to future colour theory and management strategies document research findings clearly and concisely plan integration of colour management strategies into digital workplace practice technology skills sufficient to coordinate the installation of colour management systems. colour theories/theory and their application to colour management systems commonly used research methodologies current trends and emerging technologies in colour management systems OHS requirements relating to computer usage.
Required knowledge

Colour theories/theory may include:
colour charts, including: colour look-up tables (CLUTs) Indexed Colour Pantone Matching System Web Safe Colour colour/light measurement: Angstrom candela colour frequency colour rendering index (CRI) colour temperature Kelvin Lumens Lux Mired nanometres wavelength colour spaces, including: Adobe RGB(1998) Atkinson Bruce RGB CMYK spaces ColorMatch RGB Epson RGB(2001) Fraser and EktaSpace greyscale/grayscale spaces HiFi colour spaces (e.g. Hexachrome) LAB ProPhoto RGB sRGB Wide Gamut RGB xvRGB xvYCC YCbCr colour synthesis (additive and subtractive colour) colour systems and models, including: CCIC - Chamber of Commerce Colour Chart CIE - Commission Internationale de l'Eclairage (Lab,
Luv, XYZ) Herring's Opponent processes model HSL HSV Munsell colour atlas NCS - Natural Colour System Ostwald surface-colour system
colour theorists, including: Isaac Newton - Opticks Johann Wolfgang von Goethe - Theory of Colours Michel-Eugene Chevreul - The Law of Simultaneous Hermann Gunther Grassmann - Grassmann's Law Hermann Ludwig Ferdinand von Helmholtz - Handbook
PCCS - Practical Colour Coordinate System subjective vs. objective Young-Helmholtz's tri-pigments model
Colour Contrast
theory Ogden Rood - Modern Chromatics Albert Munsell - Munsell Book of Color Wilhelm Ostwald - Color Atlas Wassily Kandinsky, Johannes Itten, Faber Birren, Josef Albers Chenguang Lu - Decoding Model: A Symmetrical Zone Model of Color Vision human vision nature of light (e.g. electromagnetic spectrum, natural light phenomena).

Ewald Hering - color opponency or opponent process
of Physiological Optics
Digital imaging context may include:
any digital imaging workplace where colour management
is required, including: designer's studio digital media studio film and television studio photography studio photoimaging lab or bureau pre-press bureau.
discussions with industry practitioners electronic/print media (news, reviews, articles) events (industry functions, conferences, trade fairs,
expositions) government bodies and associated publications industry association digital standards internet libraries/archives (text, film, video, sound, graphic) national/international journals (e.g. artist, computing and design journals) personal observations and experience retail/wholesale suppliers of products and services technical publications/reference books training programs, seminars, conferences, competitions, awards, exhibitions, symposiums, workshops, master classes and other professional development opportunities.
ISO 15076-1:2005 Image technology colour management
- Architecture, profile format and data structure - Part 1: Based on ICC.1:2004-10 (Profile version 4.2.0.0) Image technology colour management - Architecture, profile format, and data structure ISO 12646:2004 Graphic technology - Displays for colour proofing - Characteristics and viewing conditions ISO 3664:2000 Viewing conditions - Graphic technology and photography IEC 61966-9 Multimedia systems and equipment - Colour measurement and management - Part 9: Digital cameras IEC 61966-8 Multimedia systems and equipment - Colour measurement and management - Part 8: Multimedia colour scanners IEC 61966-7-1 Multimedia systems and equipment Colour measurement and management - Part 7-1: Colour printers - Reflective prints - RGB inputs IEC 61966-4 Multimedia systems and equipment - Colour measurement and management - Part 4: Equipment using liquid crystal display panels IEC 61966-3 Multimedia systems and equipment - Colour measurement and management - Part 3: Equipment using cathode ray tubes IEC 61966-2-1 and IEC 61966-2-1-am1 Multimedia systems and equipment - Colour measurement and management - Part 2-1: Colour management - Default RGB colour space - sRGB IEC 61966-2-2 Multimedia systems and equipment Colour measurement and management - Part 2-2: Colour management - Extended RGB colour space - scRGB IEC 61966-2-4 Multimedia systems and equipment Colour measurement and management - Part 2-4: Colour management - Extended-gamut YCC colour space for video applications - xvYCC ISO 22028-1:2004 Photography and Graphic Technology - Extended colour encodings for digital image storage, manipulation and interchange - Part 1: Architecture and requirements (ISO TC42) ISO 12234-4: Photography - Electronic still-picture imaging - Part 4: Exchangeable image file format (Exif 2.2) (ISO TC42) IEC 61966-5 -Multimedia systems and equipment Colour measurement and management - Part 5: Equipment using plasma display panels.
Digital imaging devices may include:
cameras computers (hardware and software) output devices: data projectors desktop printers film writers graphic arts printers imagesetters lab or bureau printers output to screen based display scanners self-contained capture backs (microscopes and video.
telescopes)
Quality product may include:
computer or game software digital images documents for output via: CMYK printing presses desktop printers film writers LED and CRT printers wide format inkjet printers interactive sequences videos websites.
Colour management systems or strategies may include:
calibration devices colourimeters devices for camera, screen, scan and output
calibration spectrophotometer profiling canned and custom profile colour and resolution targets for scanning and/or digital camera capture device-dependent and device-independent embed/apply/discard/convert profile options ICC Profiles reference cards and printer colour reference swatch books workplace environment: air borne pollutants ambient lighting controlled viewing conditions temperature and humidity WYSIWYG and closed loop system: colour management policies colour picker colour space gamut and gamut warnings dynamic range gamma hue and saturation rendering intents soft proofing white and grey balance and black point.

ability to research colour theory and digital colour ability to evaluate and adapt appropriate digital colour ability to maintain and review digital colour management
management systems/strategies management systems/strategies systems/strategies.

access to appropriate technology and sources of
information to research colour theory and digital colour management systems/strategies access to an environment where a range of digital imaging devices and colour management systems can be applied access to appropriate learning and assessment support when required the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.
evidence and third party workplace reports of on-the-job performance by candidate direct observation of candidate's evaluation, adaptation and management of appropriate colour management practices and strategies case studies to assess candidate's ability to evaluate workplaces and their use of digital colour management practices and strategies problem solving activities to assess candidate's critical thinking skills.
CUVPRP02B Develop understanding of own Aboriginal or Torres Strait Islander identity
CUVPRP02B
Unit Descriptor
Develop understanding of own Aboriginal or Torres Strait Islander identity

This unit describes the skills and knowledge required to develop an understanding of one's own cultural identity. The local cultural knowledge necessary to achieve competency in this unit may only be accessible to Aboriginal or Torres Strait Islander peoples. This unit also recognises that there is no single Aboriginal or Torres Strait Islander culture. This unit deals with complex and interrelated elements of Aboriginal or Torres Strait Islander cultures which are the cultural and intellectual properties of specific communities. These may only be interpreted by appropriate persons, e.g. those recognised by the local Aboriginal or Torres Strait Islander community as an Elder or custodian of local cultural knowledge. Any organisation or individual planning to train or assess this unit would be expected to work closely with the local Aboriginal or Torres Strait Islander community, for example through establishing a local Aboriginal or Torres Strait Islander reference group. In particular, it is vital to ensure respectful integration of any local cultural knowledge or protocols that will inform the implementation of the unit. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills. No sector assigned
ELEMENT 1. Seek information on own region or Country.
Identify and consult with appropriate persons to obtain knowledge of own region or Country. Identify other relevant sources of information on own region or Country. Access information and people in a culturally appropriate way which shows respect for local Indigenous culture and customs. Correctly identify holders of information and consult with appropriate persons in relation to kinship and family. Identify other relevant sources of information on family and kinship. Collect appropriate information on family and kinship in a culturally appropriate way which shows respect for local Aboriginal or Torres Strait Islander culture and customs. Examine information to determine own Aboriginal or Torres Strait Islander identity in relation to Country and kinship. Consider how the concept of 'belonging to country" in relation to culture, family and kinship may inform artistic practice. Use information in a culturally appropriate way at all times, including identification of how and with whom information can be shared.
2. Seek information on family 2.1 and kinship. 2.2 2.3
3. Use information to develop concept of identity.
3.1 3.2 3.3
Required skills
understanding of Aboriginality and the concept of cultural diversity within an Aboriginal understanding of the cultural values that underpin aspects of one's local Aboriginal or understanding of family units and broader social organisational aspects of Aboriginal or
or Torres Strait Islander context
Torres Strait Islander community
Torres Strait Islander communities, e.g. extended family, community, women's roles, men's roles.
Required knowledge
general knowledge of own Country and region, e.g. customs, ceremonies, relationship to general knowledge of own family and kinship matters of protocol within Aboriginal or Torres Strait Islander societies protocols for accessing information and communicating with different community
land
the ways in which knowledge can be used, how it should be used and with whom it can the ways in which Aboriginal or Torres Strait Islander protocols and cultural values
members, e.g. gaining permission, consultation, issues of ownership/custodianship be shared
impact on work practices in different contexts, e.g. artistic practice, tourism, including issues of copyright, intellectual copyright and culturally appropriate commercial activity.
Appropriate persons for information on region, country, family and kinship may include:
accepted Aboriginal or Torres Strait Islander cultural
educators Elders family groups local community groups relevant Aboriginal or Torres Strait Islander organisations.
Other sources of information on region, Country, family and kinship may include:
archives books CDs community art organisations cultural centres galleries Internet libraries museums own observation secondary sources videos.

knowledge of sources of information ability to access and use information in a culturally
appropriate way.
The assessment must provide for:

involvement of persons approved of by Elders of the
relevant local community in the assessment process.
oral or written questioning to assess knowledge review of portfolios of evidence third party workplace reports of performance by the
candidate.
Assessment of this unit requires access to information sources on relevant regions and Countries. This unit has linkages to a range of other units and combined assessment and/or training with those units may be appropriate, e.g.:
units within the Visual Arts Craft and Design Training units within the Tourism Training Package.
Package
CUS09 Music (Version 1.1) CUVVSP14B Apply techniques to produce drawings
CUVVSP14B
Unit Descriptor
Apply techniques to produce drawings

This unit describes the skills and knowledge required to use techniques, materials and tools for the production of drawings. As such the unit covers general knowledge and the application of basic techniques, which would generally be nominated by the supervisor. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under supervision. It therefore differs from the units which relate to core drawing techniques for concept representation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills. No sector assigned
ELEMENT 1. Prepare and maintain physical resources to produce drawings.
Correctly identify and select tools and materials required for the production of drawings. Prepare, clean and maintain tools and materials in accordance with relevant workplace procedures and safety requirements. Organise and maintain work space so that it remains clean and safe. Store tools and materials in accordance with relevant workplace procedures and safety requirements. Safely use techniques for the production of drawings. Use and test nominated techniques to determine the capability of the technique and its application. Determine concept for the proposed drawings based on own ideas or supplied information. Correctly identify the steps and resources required to produce the proposed drawings. Select appropriate tools and materials for the specific drawings. Calculate correct quantities of materials required and minimise waste where possible. Use techniques, tools and materials safely to produce the final drawings.
2. Use and test drawing techniques. 3. Produce the drawings.
2.1 2.2 3.1 3.2 3.3 3.4 3.5
Required skills
literacy skills sufficient to read product safety labels numeracy skills sufficient to calculate quantities.
Required knowledge
general knowledge of physical properties and capabilities of the most commonly used
materials and tools used in drawings general knowledge of different styles of drawing and the work of key practitioners overview knowledge of the formal elements and principles of design introductory knowledge of the historical and theoretical contexts for drawing typical work space and tool requirements for the production of different types drawings cleaning and maintenance techniques for tools used in drawing awareness of copyright, moral rights and intellectual property issues environmental issues associated with the tools and materials used in drawing organisational and legislative occupational health and safety procedures in relation to drawing.
Tools may include:
brushes digital equipment, software and printer, discs, CDs rags scrapers spatulas sponges sticks. charcoal ink and wash papers pastels, chalks and crayons pencils from B-6B watercolour. cost control process-specific procedures recycling reporting safety use of materials.
Materials for drawing may include:
Workplace procedures may relate to such things as:
Organisation and maintenance of the work space may relate to:
lighting ventilation wet and dry areas work tables, easels.
Within this unit the range of techniques used would generally be quite limited in nature and may include:
digital drawing techniques linear marks of differing intensity and character, e.g. thick, linear marks to produce illusion of 3D form simple linear perspective through the use of a vanishing tonal range to produce illusion of 3D form using mixed drawing media and a range of techniques to
sharp, thin, curvilinear, soft (side of pencil or crayon) point
produce drawings.
Testing techniques may include:
experimenting directly with work in progress exploring techniques by making practice pieces making samples applying nominated techniques. elements and principles of design the subject matter or theme for the work, e.g. the body;
The concept for the proposed drawings may be influenced by:
identity; land and place; political, cultural, social issues; spiritual concerns.

production of drawings which demonstrate a command of general knowledge of tools and materials used in
nominated techniques and which reflect the concept drawing.

evaluation of visual language and technical execution of practical demonstration of skills using required tools,
work pieces produced by the candidate
equipment and materials to produce a minimum of one drawing.
direct observation of drawings in progress questioning and discussion of candidate's intentions and written or verbal reports review of portfolios of evidence third party workplace reports of performance by the
work
candidate.
Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Assessment of this unit requires access to the materials, resources and equipment needed to produce drawings. It is highly recommended that this unit be assessed in conjunction with:
CUVCOR01B Source concept for own work or CUVCOR02B Develop and articulate concept for own CUVCOR07B Use drawing techniques to represent the CUVCOR08B Produce drawings to represent and
work
object or idea or
communicate the concept.
It could also be assessed in conjunction with:

CUVCOR11B Source information on history and theory
and apply to own area of work.
Depending on the context, combined assessment and/or training with a range of other units would also be appropriate, e.g.:
CUVCRS13B Store finished work.
CUS09 Music (Version 1.1) FNSICGEN402B Participate in negotiations
FNSICGEN402B
Unit Descriptor
Participate in negotiations
This unit covers the skills and knowledge required to take part in negotiations either as an individual or as a member of a team. It includes effective negotiating techniques, planning and preparing for the negotiation and finalising the agreement. This unit contains employability skills.
This unit requires the application of a range of skills and techniques designed to ensure that negotiations lead to the best possible outcome for all parties. It may be applied in all sectors of the financial services industry.
Industry Capability- Generic
Unit Sector
ELEMENT 1. Plan the negotiation
The purpose of the negotiation is clarified, including content and desired outcomes The approach to be taken is based on an analysis of the strength and weakness of the position and the most appropriate negotiating style The consequences of not reaching agreement are identified and other alternatives are determined All information relevant to the negotiation is collected, analysed and organised to support the selected approach Effective presentation skills, speaking, listening and questioning techniques are used to put forward a strong argument to other parties The negotiation is conducted in a professional manner, including showing respect for those with whom the negotiations are conducted Effective techniques are used for dealing with conflict and breaking deadlocks, where required The final position is confirmed, ensuring agreement and understanding by all parties The agreement is accurately documented, including timelines for agreements to be implemented, if appropriate The outcome of the negotiation is evaluated and a decision made on whether further action is required
2. Conduct the negotiation
2.1 2.2 2.3 2.4
3. Finalise the negotiation
3.1 3.2
Required skills: Skills requirements include:

presenting, speaking and listening skills questioning skills interpersonal skills research skills organising and planning skills the ability to analyse information decision making skills problem solving using the organisation's software and office technology
Required knowledge: Knowledge requirements include:

negotiating techniques questioning techniques relevant product knowledge relevant policy and procedures knowledge conflict resolution strategies and techniques relevant legislation and codes of conduct
Purpose of the negotiation may include:
settling claims or disputes terms and conditions of a contract terms and conditions of employment payments of fees roles and responsibilities
Strength may include:
detailed knowledge of products and services need to comply with legislation, regulations or codes of
conduct morality industrial relations power contacts and influence control of resources
Negotiating style may include:
collaborative competitive subordinate
Effective questioning techniques may include:
asking open questions (allow range of answers) asking closed questions (answer yes or no) asking reflective questions (allowing the speaker to clarify
their answer)
Effective presentation skills may include:
preparing for presentation presenting facts in a logical sequence speaking clearly and simply and using appropriate
vocabulary using active listening skills and providing opportunities for feedback Techniques for breaking deadlocks may include:

restating the position clarifying the position of both parties summarising progress to date deferring the decision preparing a compromise calling in a third party
To achieve competency in this unit, a person must be able to demonstrate:

the ability to plan, conduct and finalise negotiations that
result in mutually acceptable agreements for negotiating parties
Evidence required for demonstration of consistent performance:
Competence in this unit must be assessed over a period
of time in order to ensure consistency of performance over the Range Statement and contexts applicable to the work environment.
Delivery/relationship to other units:
This unit may be assessed on its own or it may be
assessed with other units that cover related skills and knowledge. Evidence is most relevant when provided through an integrated activity which combines the elements of competency for the unit, or a cluster of units of competency.
Method of assessment:
For valid and reliable assessment of this unit, evidence
should be gathered through a range of methods to indicate consistent performance. Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on underpinning knowledge and skills and other methods as required.
This unit may be assessed at work, in a simulated work
Context of assessment:
environment or a combination of these.
Resources required for assessment:
Assessment of this unit of competence requires access to
relevant workplace documentation, policies and procedures, computers and other branch or office equipment.
CUS09 Music (Version 1.1) FNSICORG501B Develop a budget
FNSICORG501B
Unit Descriptor
Develop a budget
This unit covers the planning for and development of a budget for a small organisation or for a section of a large organisation. This unit contains employability skills.
This unit requires the application of investigation and research skills to the collection of information on which the budget is based. It involves the analysis of the information and application of sound accounting principles to the development of the budget.
Industry Capability- Organisational Skills
Unit Sector
ELEMENT 1. Plan for and collect information for a budget
Areas for which the budget is being prepared are determined and confirmed with appropriate personnel Data required for development of the budget is identified, accessed and analysed Budget parameters are determined with estimates based on research, consultation and negotiating with appropriate personnel Relevant colleagues are provided with the opportunity to contribute to the budget planning process Budget is drafted based on analysis of all available information in accordance with organisation policy Income and expenditure estimates are identified and supported by reliable information Draft budget is circulated for comment Modifications are agreed and incorporated as required Final budget is provided to the appropriate personnel Personnel affected by the budget are informed and its application to the area in which they work in terms of limits and goals, financial management and reporting responsibilities clarified
2. Develop budget
2.1 2.2 2.3
3. Finalise budget
3.1 3.2 3.3

computer skills, including basic computing, spreadsheet, database and accounting data analysis and interpretation high level business planning, scheduling and budgeting action planning calculation report writing

industry terminology accounting principles and terminology company and industry products and services 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.
Areas may include:
an entire organisation, section of an organisation or a
particular project or other activity sales and marketing plans business plans human resource plans historical data
Data will include, but is not restricted to, information relating to:
Budget parameters include: Relevant colleagues include:
timelines, availability of finance, organisation
policy/directives, sales forecasts
all stakeholders who may be expected to need to approve
the budget and key stakeholders who will be required to implement the budget

the ability to collect and interpret relevant data, develop a
budget, and consult and negotiate with others
Delivery/assessment relationship to other units:
assessed with other units that cover related skills and knowledge. Evidence is most relevant when provided through an integrated activity which combines the elements of competency for the unit, or a cluster of units of competency.
Assessment of performance requirements in this unit
should be undertaken within the financial services industry context and should cover aspects of personal/financial responsibility and accountability. Aspects of competency, including the attainment of relevant knowledge and skills, may be assessed in a relevant workplace, a closely simulated work environment, or other appropriate means that clearly meet industry competency requirements.
Access to a computer and accounting software may be
helpful, but not essential.
CUS09 Music (Version 1.1) FNSICORG502B Manage a budget
FNSICORG502B
Unit Descriptor
Manage a budget
This unit covers the management and reporting of actual income and expenditure against an agreed budget. This unit contains employability skills.
This unit requires the application of financial and management skills to allocating funds, monitoring income and expenditure and reporting the position against the budget. It involves explaining and taking required action to correct any deviations from the budget. It may be applied to the budget for a small organisation or for a section of a large organisation.
Unit Sector
ELEMENT 1. Allocate resources
Priorities within the budget are agreed Resources are allocated in accordance with the budget and agreed priorities Actual income and expenditure are checked against budget at regular intervals Reports are prepared and presented to appropriate personnel Deviations and response for the deviations are identified and appropriate action taken Appropriate personnel are advised on budget status All required financial and statistical reports are completed accurately within designated timelines Recommendations about future financial planning are made as appropriate Reports are clearly presented and checked for accuracy Required reports are provided to appropriate personnel
2. Monitor and control budget
3. Complete financial reports
3.1 3.2 3.3 3.4

computer skills, including basic computing, spreadsheet, database and accounting data analysis and interpretation high level business planning, scheduling and budgeting action planning calculation report writing

industry terminology accounting principles and terminology company and industry products and services 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.
Budget will normally:
refer to an expenditure budget but may also include an
income budget, sales budget, resource allocation/use budget or other budget
Income and expenditure includes: Required reports include:
monetary/financial income and expenditure but may also
include resources, materials, products, people/hours etc.
financial and statistical reports which may be required for
regulatory compliance, to meet organisation procedure/policy requirements, or simply required to give useful information to a relevant person

the ability to collect and interpret relevant data ability to consult with others ability to complete financial and statistical reports
assessed with other units that cover related skills and knowledge. Evidence is most relevant when provided through an integrated activity that combines the elements of competency for the unit, or a cluster of units of competency.
Assessment of performance requirements in this unit
should be undertaken within the financial services industry context and should cover aspects of personal/financial responsibility and accountability. Aspects of competency, including the attainment of relevant knowledge and skills, may be assessed in a relevant workplace, a closely simulated work environment, or other appropriate means that clearly meet industry competency requirements.
Access to a computer and accounting software may be
helpful, but not essential.
CUS09 Music (Version 1.1) FNSICORG609B Develop and manage financial systems
FNSICORG609B
Unit Descriptor
Develop and manage financial systems

This unit covers strategic management of finances in a small organisation or part of a large organisation. It includes systems design to accommodate accounting, budgeting, cash flow analysis and financial planning. It is not concerned with day-to-day bookkeeping or clerical administration of financial records. Performance outcomes in this area are directly linked to organisation performance as defined in the strategic plan. This unit contains employability skills.
This unit requires the application of investigating and analytical skills in determining the requirements of a financial system. Accounting and financial skills are applied to design the system that is then implemented and monitored. It may be applied to any sector in the financial services industry. Where financial systems are being developed within the context of a project team, FNSICORG607B may apply.
Unit Sector
ELEMENT 1. Establish financial system requirements
Requirements for efficient financial administration are determined from consultation with relevant stakeholders and an analysis of existing financial plans Reporting and procedural requirements impacting on the organisation are identified and recorded for future reference Internal financial audit controls included in the system specification provide a satisfactory security mechanism Risks to financial viability are identified and contingency strategies to manage risk identified and costed
2. Design financial management systems
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8
Sources of competent assistance and advice are accessed and used to secure financial records and assets Financial management system design ensures accurate and timely provision of information about the organisation's transactions, working capital and cash flow Equipment and software needed for the operation of the system are identified, acquired and installed to support the organisation's transactions Financial reporting requirements are known and used by relevant personnel Established financial reports ensure accurate and timely provision of data required for financial decision making Agreed schedules of account recording and reconciliation systems are produced at regular intervals and support the organisation's service provision and business decisions Mechanisms for the review of terms of trade and fee structures are suited to the organisation's needs and meet industry standards Financial reports are prepared at regular intervals in the required format meet external audit requirements Financial plans are linked to reviews of the organisation's strategic business plan to enable timely financial adjustments to be made Planning and implementation of financial management activities enable probity to be maintained Financial plans provide a reasonable basis for budgeting and ongoing financial management of the organisation Financial reporting systems evaluated through an assessment of organisation performance against agreed performance indicators enable timely adjustments to be made to business investments Financial reports and systems are able to be used by authorised staff to manage the organisation's finances
3. Prepare and review financial plans
3.1 3.2 3.3
4. Monitor and review financial reporting systems
4.1
4.2

application of financial management techniques application of accounting and bookkeeping principles consulting with stakeholders performing relevant mathematical calculations budgeting and costing research and analysis of current and relevant issues preparing financial and other reports problem solving decision making planning and organising work training and mentoring others operating relevant software packages performing tasks in a range of relevant computer applications communicating in a range of business environments with diverse people
Required knowledge: Knowledge requirements include: auditing and reporting requirements legislation and regulations relating to: finance taxation trust accounts trades practice security requirements ethical requirements accounting and bookkeeping for financial control financial systems design administrative/office routines and practices cost-benefit analysis reporting and auditing requirements for small business computer and manual systems, technology and software application of above systems/technology/software to management of functions of an organisation occupational health and safety (OH&S) requirements for the use of screen-based equipment basic accounting and bookkeeping principles and practice quality principles and practice ethical concerns relating to the management of third party monies

Financial system may include:
manual (paper based/other) or computerised (multimedia) must be capable of at least providing timely, accurate and software may be industry specific or proprietary in nature
easily understood information
Efficient financial administration must take into account the following factors:
administrative systems ethical requirements compliance with relevant statutory and regulatory
requirements bookkeeping Australian Standards Association codes of practice and Accounting Standards office routines security requirements
Reporting and procedural requirements may include: Risk management may include:
consideration of legislation and codes of practice relating
to financial record keeping, including trust accounting, taxation and auditing need for insurance, including: public liability property personal indemnity personal accident sickness assets

financial management and planning risk assessment, evaluation and management financial reporting compliance with relevant statutory, regulatory, professional and practice requirements critical analysis, research and evaluation costing and budgeting accounting and bookkeeping principles and practices communication and consultation skills
assessed with other units that cover related skills and knowledge. Evidence is most relevant when provided through an integrated activity that combines the elements of competency for the unit, or a cluster of units of competency.
This unit should be undertaken within the financial Aspects of competency, including attainment of relevant
services industry context.
knowledge and skills, may be assessed in a simulated work environment or other appropriate means.
Assessment of this unit of competence requires access to
computer equipment, facilities for workplace or simulated environment assessment may be required.
CUS09 Music (Version 1.1) HLTFA201A Provide basic emergency life support
HLTFA201A
Provide basic emergency life support

This unit contains employability skills. First Aid
CUS09 Music (Version 1.1) HLTFA301B Apply first aid
HLTFA301B
Unit Descriptor
Apply first aid

This unit of competency describes the skills and knowledge required to provide first aid response, life support, management of casualty(s), the incident and other first aiders, until the arrival of medical or other assistance This unit contains employability skills. No sector assigned
CUS09 Music (Version 1.1) ICAA5144B Determine best-fit topology for a local network
ICAA5144B
Unit Descriptor
Determine best-fit topology for a local network

This unit defines the competency required to determine the most appropriate way of networking computers to meet user needs and business requirements. The following units are linked and form an appropriate cluster: ICAA5140C Design a server ICAA5145B Identify best fit topology for a wide area network ICAI5172B Implement backbone technologies in a local area network ICAI5174B Install high end switches in multi switched local area networks ICAI5176C Install and configure router ICAS5192B Configure an internet gateway Network topologies include large and small local area networks (LANs), wide area networks (WANs), virtual private networks (VPNs), virtual local area networks (VLANs) and wireless local area networks (WLANs). No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. This unit contains employability skills. Analyse and Design
ELEMENT 1. Determine user needs
Identify the different segments of the proposed network based on business requirements Determine segment needs, using network functional analysis Estimate traffic content and volumes based on business requirements Develop a prioritised organisational network functional matrix Determine the resource requirements for each network segment on the basis of functional analysis Analyse features of the physical environment for the effect on network design Conduct a costing process for possible topology options Consider topology options with reference to available resources and network functional matrix Select and document appropriate network topology based on business requirements and functional analysis
2. Develop local area network specification
2.1 2.2 2.3 2.4 2.5
Required skills

Use of LAN functional matrices Use of traffic simulation tools Basic traffic analysis Use of network protocols Basic skills in connecting networks and keeping cables tidy
Required knowledge
Characteristics and relative strengths and weaknesses of LAN network topologies Line sharing protocols Scope of operation, redundancy paths, high/low-speed links, protocols, security, traffic
flow patterns, traffic load, response time and reliability requirements, types of user/applications, growth projections and capacity planning, constraints (costs, queuing) Detailed knowledge of bridges, routers, gateways, TCP/IP, Ethernet, hubs, adaptor cards Basic knowledge of cabling, particularly UTP (unshielded twisted pair), STP (shielded twisted pair) or optic fibre Current industry-accepted hardware and software products, including broad knowledge of general features and capabilities
Traffic may include:
data voice video
Network may include but is not limited to:
large and small local area networks (LANs) wide area networks (WANs) virtual private networks (VPNs) virtual local area networks (VLANs) wireless local area networks (WLANs) as well as the use of the public standard telephone network (PSTN) for dial-up modems only private lines data voice

Requirements may be in reference to:
business system application network people in the organisation

Assessment must confirm the ability to clearly identify the
best LAN, VPN or WLAN topology based on business or organisational needs.
To demonstrate competency in this unit the learner will need access to:
Business requirements Equipment specifications Context of and specific resources for assessment
The breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and coordination would be characteristic. Assessment must ensure:
self-directed application of knowledge and skills, with
substantial depth in some areas where judgement is required in planning and selecting appropriate equipment, services and techniques for self and others. strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team coordination may also be involved.
Applications involve participation in development of
The purpose of this unit is to define the standard of performance to be achieved in the workplace. In undertaking training and assessment activities related to this unit, consideration should be given to the implementation of appropriate diversity and accessibility practices in order to accommodate people who may have special needs. Additional guidance on these and related matters is provided in ICA05 Section 1.
Competency in this unit should to be assessed using
summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency.
Assessment will usually include observation of real or
simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills. The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario.
ICAA5140C Design a server ICAA5145B Identify best-fit topology for a wide area ICAI5172B Implement backbone technologies in a local ICAI5174B Install high-end switches in multi-switched, ICAI5176C Install and configure router ICAS5192B Configure an internet gateway
network
area network
local area networks
An individual demonstrating this competency would be able to:

Demonstrate understanding of a broad knowledge base
incorporating theoretical concepts, with substantial depth in some areas Analyse and plan approaches to technical problems or management requirements Transfer and apply theoretical concepts and/or technical or creative skills to a range of situations Evaluate information, using it to forecast for planning or research purposes Take responsibility for own outputs in relation to broad quantity and quality parameters Take some responsibility for the achievement of group outcomes Maintain knowledge of industry products and services
CUS09 Music (Version 1.1) ICAI5172B Implement backbone technologies in a local area network
ICAI5172B
Unit Descriptor
Implement backbone technologies in a local area network

This unit defines the competency required to implement core layer (backbone) connectivity in a LAN for applications between floors in a multi-storey building or between separate buildings. The following unit is linked and forms an appropriate cluster:
ICAI5152B Implement risk management processes This unit contains employability skills. Implement
ELEMENT 1. Define network
Identify current and future network requirements based on the organisation's business and technicalrequirements Design an appropriate structure to meet client requirements, such as video, audio or data application services Design a network addressing system with subnet and host identities (IP addressing) and virtual LANs (VLANs) Identify and document resource requirements in accordance with network design Install and configure switches and routers according to network requirements and resources Install network protocolsuites using configurations on switch uplink ports as required by network design specifications Configure hosts and workstations for network access Test network connectivity to ensure operation parameters are met between hosts on all relevant segments or VLANs Make adjustments as required Validate and document network performance
2. Install configure network backbone
2.1 2.2 2.3
3. Test and validate network
3.1 3.2 3.3
Required skills

Implementing optic fibre and Ether-Channel technologies Installation of Ethernet switches with gigabit and 10 gigabit interfaces Configuring trunking on uplink ports Basic cabling
Required knowledge
OSI layer model LAN and WAN network topologies (three-layer LAN hierarchy: core distribution and
access) Routers Ethernet switches Bandwidth limitations, measuring and testing NICs (Fast Ethernet, gigabit and 10-gigabit Ethernet (token ring is less common)) Ethernet switch functions (frame switching: store-and-forward, fast-forward, fragment-free) Virtual LANs Internetworking protocol suites, such as TCP/IP, IPX, DECnet, AppleTalk, IPV6 MAC addresses, network layer protocols
RANGE STATEMENT
Client may include but is not limited to:
internal departments external organisations clubs individual people internal employees business system platform application database network people in the organisation large and small LANs the use of the PSTN for dial-up modems only private lines VPNs Data voice
Technical requirements may be in reference to:
Network may include but is not limited to:
Network protocol suites may include:
TCP/IP (IPX/SPX, DECnet, AppleTalk are legacy IPV6 (layer 3 protocol only)
protocols)

Assessment must confirm the ability to build an ATM LAN
that provides the required services and communication standards.
To demonstrate competency in this unit the person will require access to:
Local area network infrastructure Switches with various interfaces: fast-, one-, 10 gigabit-
Ethernet
This Unit focuses on configuring high-speed (high-bandwidth) channels between high-end switches. The two main methods in current use are to use One- or 10-Gigabit Ethernet connections and Ether-Channel architecture, in which up to eight Fast Ethernet or Gigabit channels (cables), are configured or trunked as a single logical channel. The breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and coordination would be characteristic. Assessment must ensure:
The demonstration of competency may also require
self-directed application of knowledge and skills, with substantial depth in some areas where judgement is required in planning and selecting appropriate equipment, services and techniques for self and others. strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team coordination may also be involved.
Competency in this unit should be assessed using
summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency. simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills. The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario.
ICAI5152B Implement risk management processes

Additionally, an individual demonstrating this competency would be able to:

Demonstrate understanding of ATM transfer modes, with
depth in some areas Apply solutions to a clearly defined range of problems Identify and apply skill and knowledge to install and configure ATM infrastructure Identify, analyse and evaluate information related to ATM Take responsibility for outputs in relation to ATM configuration
CUS09 Music (Version 1.1) ICAS4191B Maintain website performance
ICAS4191B
Unit Descriptor
Maintain website performance

This unit defines the competency required to ensure that a website maintains its performance levels during peak traffic times and during full utilisation access. The following units are linked and form an appropriate cluster: ICAS4124B Monitor and administer network security No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. This unit contains employability skills. Support
ELEMENT 1. Benchmark website performance
Review client performance expectations from specifications and businessrequirements Test administration and maintenance requirements against specifications and business requirements Establish performance benchmarks from specifications and businessrequirements Ensure performance benchmarks are tested Record measured performance benchmarks against specifications Measure actual website performance against performance benchmarks in key areas and record outcomes Establish procedures and policies for maintaining stability of actions and processes related to the website Identify faults or suggest improvements to the website Implement improvements according to businessrequirements and in line with policies and procedures Establish automatic fault reporting procedures and processes Monitor and maintain website security measures Implement administration and maintenance schedules Establish preventative maintenance and administration indicators and ensure an alert system is enabled Track user activities and make changes to policies or procedures, depending on findings
2. Track website performance
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9
3. Tune performance
3.1 3.2 3.3 3.4 3.5
Compare actual website performance against benchmarks over an appropriate period and make changes based on inconsistencies Record performance inconsistencies and incorporate learning into revised polices and procedures Use diagnostic and software tools to identify and correct website faults Plan and action preventative maintenance on a regular basis, to ensure continuous and consistent performance of website Complete and record fault correction and maintenance reports Establish a mechanism for capturing client initiatives to assist in identifying maintenance or administration process performance problems Review security tools and procedures and conduct improvements where necessary Document and implement maintenance schedules Review maintenance and administration documentation in line with policies and procedures, in order to identify areas for performance improvement Update the website on a regular basis, including information, links, multi-media links and back-end software Provide a timely and appropriate response to client to provide improvement or maintenance suggestions
4. Initiate and monitor performance improvement
4.1 4.2 4.3 4.4 4.5 4.6
Required skills

Website development Website analysis Technical test design Test implementation Test evaluation Evaluation feedback Evaluation analysis Fault diagnosis Fault correction Implementing administration and maintenance schedules Website architecture Basic website security Basic workload (web traffic) metrics Basic business process design Customer and business liaison
Required knowledge

Specifications may include but is not limited to: Client may include but is not limited to:
technical requirements user problem statement current system functionality
internal departments external organisations individual people employees business system application network people in the organisation customer supplier payroll inventory tax requirements of the organisation
Requirements may be in reference to:
Businessrequirements may include:
ISO/IEC/AS standards organisational standards project standards (for further information refer to the
Standards Australia website at: www.standards.com.au)
System may include but is not limited to: Software may include but is not limited to: Documentation may follow:
hardware and software components that run a computer
commercial, in-house, packaged or customised software
ISO/IEC/AS standards audit trails naming standards version control project management templates report writing principles
Policies
Incident response procedures network intrusion detection systems forensic procedures training awareness raising policy

Assessment must confirm the ability to develop and
maintain actual website performance against benchmarks, to ensure that the website meets specifications. Where performance criteria are not met, faults must be identified and appropriate remedial action taken. Assessment must verify the ability to implement scheduled and non-scheduled maintenance and to effectively monitor and tune website performance. To demonstrate competency in this unit the learner will require access to:
Web servers and websites Technical requirements Web traffic diagnostic tools, including timing tools to
gauge website response times
The effective and efficient operation of an organisation's website is of critical importance when business transactions a conducted online. Additionally, a website provides a 'new window' into an organisation and as such provides existing and potential clients with an indication of organisational credibility, effectiveness and efficiency. The rapid growth in the use of websites as the primary media for client interaction, places considerable strategic and operational importance on activities around effective website monitoring and performance. Testing the website under different conditions of load is essential to understanding how it behaves from the client's perspective. Thus, testing tools should include some way of simulating traffic from numerous users. Breadth, depth and complexity of knowledge and skills would prepare a person to perform basic skills in managing website performance. Operations must be in accordance with organisational polices and procedures. Managing the performance of a website should be done under competent supervision where there is a clearly defined range of contexts for ensuring that ongoing demands on the site are met. The breadth, depth and complexity of knowledge and skills in this competency would cover a broad range of varied activities or application in a wider variety of contexts most of which are complex and non-routine. Leadership and guidance would be involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature. Assessment must ensure:
Performance of a broad range of skilled applications
including the requirement to evaluate and analyse current practices, develop new criteria and procedures for performing current practices and provision of some leadership and guidance to others in the application and planning of the skills would be characteristic. organisation of, others.
Applications may involve responsibility for, and limited
ICAS4124B Monitor and administer network security

Demonstrate understanding of policies and procedures
related to website performance, with theoretical knowledge of security issues Apply known solutions to a variety of predictable website problems Interpret available website information using discretion and judgement Take responsibility for outputs in managing website performance Maintain knowledge of industry products and services
Additionally, an individual demonstrating this competency would be able to:

Demonstrate understanding of a broad knowledge base Apply solutions to a defined range of unpredictable Identify and apply skill and knowledge areas to a wide
incorporating some theoretical concepts problems
variety of contexts, with depth in some areas Identify, analyse and evaluate information from a variety of sources Take responsibility for own outputs in relation to specified quality standards Take limited responsibility for the quantity and quality of the output of others
CUS09 Music (Version 1.1) ICAS5199B Manage business websites and servers
ICAS5199B
Unit Descriptor
Manage business websites and servers

This unit defines the competency required to maintain and manage business websites and the associated servers. The following unit is linked and forms an appropriate cluster: ICAA6157B Develop technical requirements for a business solution No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. This unit contains employability skills. ICAS4191B Maintain website performance Support
Employability Skills Prerequisite Unit(s) Unit Sector
ELEMENT 1. Maintain business website and contents
Establish personnel polices and procedures for managing access and changes to all aspects of the business website Design and start a training program for teaching staff how to use procedures and polices as well as making changes to the business website Evaluate and test site analysis software on a non-live server to verify all features and functions are safe for use on a live server Generate site summary reports in line with the organisational quality management program or guidelines Review reports found to have generated security flaws Check links for functionality and ongoing relevance Modify web pages according to changing business requirements and analysis of site summary report Maintain and debug database information according to site and information requirements Establish a security response procedure to control information placed on the business website by developers, designers and end-users Develop a security plan Test site security according to organisational requirements of the securityplan Maintain site security using information from security vendors and technical media outlets Select server analysis tools with reference to organisational requirements and the range of functionalities requiring monitoring Determine business website load metrics and performance indicators in line with organisational requirements Measure business website server performance with serveranalysistools Identify and document business options for performance improvement Submit website server performance reports to client
2. Maintain business security 2.1 of the website 2.2 2.3 2.4 3. Monitor business website performance 3.1 3.2 3.3 3.4 3.5
4. Undertake capacity planning
4.1 4.2 4.3 4.4
Determine future peak volumes by measuring page usage and volume accesses Develop an upgrade program to deal with increasing load and performance issues Set performance benchmarks to take into consideration possible future scenarios for each relevant load metric Determine options for upgrade path for equipment needs based on research and business website performance growth forecasting
Required skills

Use of a current site server, web server log file analysis and traffic tracking software Use of a current forecasting methodology for identifying traffic peaks Maintaining firewalls Maintaining VPN gateways Request for proposals (RFPs) Intrusion detection software Integrity checking software Website architecture Website security issues Queuing systems SGML and associated standards Bottlenecks and methods of correction Workload metrics User request classes Electronic Commerce Modelling Language
Required knowledge

Servers may include:
Apache HTTP server IBM VisualAge and WebSphere Microsoft-Internet-Information-Server, Microsoft-IIS NetDynamics Lotus Domino Zope Netscape Enterprise server, Netscape-FastTrack, Netscapebusiness Sun Microsystems iPlanet web server iPlanet-Enterprise Sun Microsystems Java web server Email servers File and print servers FTP servers Proxy servers Oracle Sybase Microsoft SQL server Ingres DB2 Informix mSQL MySQL SQL server
Database may include:
Server analysis tools may include: Securityplan may include:
Apache JSSI Apache Jmeter
theft viruses standards (including archival, back-up, network) privacy audits alerts and usually relates directly to the security objectives of the organisation internal departments external organisations individual people employees
Client may include but is not limited to:
Equipment may include but is not limited to:
workstations personal computers modems or other connectivity devices printers DSL modems hard drives monitors switches hubs personal digital assistant (PDA) other peripheral devices

Assessment must confirm the ability to maintain a
consistent and constantly performing website that meets the stated business strategies and directions.
To demonstrate competency in this unit the learner will require access to:

Site servers and web servers Business website Site server software Analysis software Requirements documentation Business planning documentation
Performance issues and response times remain a primary concern of business and business websites. Optimising the performance of the website and associated servers will ensure smooth functionality of the pages and effective operation of commercial transactions through the site. The breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and coordination would be characteristic. The demonstration of competency may also require self-directed application of knowledge and skills, with substantial depth in some areas where judgement is required in planning and selecting appropriate equipment, services and techniques for self and others. Assessment must ensure:
strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team coordination may also be involved.
ICAA6157B Develop technical requirements for a
business solution

CUS09 Music (Version 1.1) ICAS5203B Evaluate and select a web hosting service
ICAS5203B
Unit Descriptor
Evaluate and select a web hosting service

This unit defines the competency required to evaluate and select an appropriate hosting service for current and future business needs. The following unit is linked and forms an appropriate cluster: ICAA5056B Prepare disaster recovery and contingency plans No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. This unit contains employability skills. Support
ELEMENT 1. Select ISP based on selection criteria approved by the client
1.2 1.3 1.4 1.5 1.6 1.7 1.8
Review comparable characteristics of a range of hosting services including web hosting facilities, data transfer, level of service, functionality, hosting plans and pricing plans Review client usage and ensure that email and mailing list services are flexible enough to meet current and future business needs Review support service standards to ensure they meet the needs of the business Ensure internet service provider (ISP) hosting service has sufficient data capacity to cover partial outages Determine availability of security technologies Determine availability of scripting languages Evaluate optional server applications for advanced web business functions Confirm client selection criteria and select internet service provider (ISP) hosting service that best matches the criteria Establish that the web hosting service has systems in place to monitor server performance and availability Negotiate escalation procedures and performance standards with internet service provider Establish that security and back-up procedures are articulated and meet business needs Take action to ensure that operating system supports the preferred business development software, applications, extensions and databases Establish that the web host servers support dynamic websites using the preferred business technologies Establish that the web host provides current and future disk space requirements Establish that the site analysis reports are available and flexible enough to meet business needs Establish that the security systems and payment technologies meet business and customers expectations and requirements
2. Ensure guarantee of permanent online presence
2.1 2.2 2.3
3. Ensure that web host meets technical requirements
3.1 3.2 3.3 3.4 3.5
4. Performance is benchmarked and tested against specified criteria
4.1 4.2 4.3
Test the performance of the ISP during on- and off-peak times and record outcomes Establish that the email and mailing services have back-up procedures in place and are protected from damage, erasure or unwanted damage Take action to ensure support services perform in line with business needs
Required skills
Basic negotiation skills Analytical skills for determining appropriate pricing and services plan for the business Forward planning skills in relation to identifying future business needs
Required knowledge

Internet security issues Server technologies Operating systems used by ISPs Customer and business needs and relationships Performance expectations from customers and end users Applying performance benchmarks
Serverapplications may include:
file sharing printer sharing messaging web services network and remote access database and data warehousing directory services management line of business applications terminal services
Operating system may include but is not limited to:
Linux 7.0 or above Windows 2000 or above Apple OS X or above
Servers may include:
Apache HTTP server IBM VisualAge and WebSphere Microsoft-Internet-Information-Server NetDynamics Lotus Domino Netscape Enterprise server, Netscape-FastTrack, Netscape-Commerce Sun Microsystems iPlanet web server iPlanet-Enterprise Sun Microsystems Java web server Email servers FTP servers Pearl VBscript VB.Net Javascript PHP, Python
Scripting languages may include:
Security technologies may include:
secure socket layer (SSL) PKI payment gateways
Hosting plans may include:
disk storage CGI access scripts POP accounts dedicated servers e-business hosting co-location of servers Oracle PostegreSQL Microsoft SQL Server My SQL SQL
Databases may include:

Assessment must confirm the ability to evaluate and
select a web hosting service that meets the current and future needs of the business.
To demonstrate competency in this unit the learner will require access to:
Hosting plans, prices and service agreements Technology underpinning the ISP and services offered Business plan outlining future directions for the business Context of and specific resources for assessment
The effectiveness of an organisation's online presence is significantly determined by the quality, cost and features of the web hosting service provider or ISP. Web hosts often tailor their services to serve the needs of a particular type of client and the selection of an appropriate bundle of features and provider is an important decision for the organisation. An individual demonstrating this competency would be able to take responsibility for comparing and evaluating ISP services. The breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and coordination would be characteristic. The demonstration of competency may also require self-directed application of knowledge and skills, with substantial depth in some areas where judgement is required in planning and selecting appropriate equipment, services and techniques for self and others. Assessment must ensure:
strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team coordination may also be involved.
ICAA5056B Prepare disaster recovery and contingency
plans

CUS09 Music (Version 1.1) ICAT4221B Locate equipment, system and software faults
ICAT4221B
Unit Descriptor
Locate equipment, system and software faults

This unit defines the competency required to apply systematic principles to fault finding in any field of IT. The following units are linked and form an appropriate cluster: ICAS4109B Evaluate system status ICAT4242B Perform unit test for a class No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. This unit contains employability skills. Test
ELEMENT 1. Choose the most appropriate fault finding method
Analyse and document the system that requires troubleshooting Identify and apply specifically designed troubleshooting tools for the system Investigate and record generic cyclic fault finding tools Obtain required specialist tools appropriate to the work Collect all data relevant to the system as well as signs and symptoms of the problem Organise the collected data to enable an understanding of the status of the system Analyse the data to determine that there is a problem , and the nature of the problem Create a list of probable causes of the problem Organise causes in order of likelihood Formulate a solution or rectification Rectify probable causes, testing for the success of the solution and record results Test the system to ensure the problem has been solved and record results Document the problem , its signs and symptoms, and the ultimate solution and load to database of problems/solutions for future reference
2. Analyse the problem to be solved
2.1 2.2 2.3
3. Define the causes of the problem and create a plan of action
3.1 3.2 3.3 3.4 4.1 4.2
4. Review problem and system status
Required skills
Problem solving skills for a defined range of unpredictable problems involving Communication skills in relation to analysis, evaluation and presentation of information Teamwork skills involving the contribution to solutions and goals of a non-routine or Group facilitation and presentation skills in relation to transferring and collecting Negotiation skills in relation to other team members and applied to a defined range of
participation in the development of strategic initiatives contingency nature
information and gaining consensus
predictable problems Report writing skills for business requiring depth in some areas, analysis and evaluation of information in a defined range of areas Change management skills in relation to maintaining the continuity of IT operations and business functions Customer service skills in relation to reviewing change procedures Skills in handling difficult clients in relation to reviewing change procedures Conflict resolution skills in relation to reviewing change procedures Risk analysis skills in relation to reviewing change procedures Low level training needs analysis skills Low level programming skills
Required knowledge
Broad knowledge of help desk and maintenance practices Current industry-accepted hardware and software products, with broad knowledge of
general features and capabilities and detailed knowledge in some areas Broad knowledge of the role of stakeholders and the degree of stakeholder involvement Broad general knowledge of the client business domain Detailed knowledge of the system's current functionality Broad knowledge of quality assurance practices One or more change management tools Broad knowledge of system testing Broad knowledge of some change control procedures Detailed knowledge of the system under modification
System may include but is not limited to:
hardware and software components that run a computer
or network
Fault finding tool
For networking: Ping, trace route, Telnet, protocol
analysers, operating system tools, mapping tools, the OSI layered model For programming: Trace, debug, break points, compilers For systems analysts: There are no specific tools for systems analysts, they are the conduit between the implementers (programmers or net workers) and the users. They may have to review design criteria after user feedback to improve system performance or rectify faults in design or implementation

Problem may be in reference to:
problems with the business system application network people in the organisation new hardware hardware upgrades new software software upgrades user training business processes implementing a new system
Solution may include but is not limited to:

Assessment must confirm the ability to choose the best
fault finding method for a situation/scenario, and apply it in a structured, methodical manner.
System to be diagnosed Diagnostic and fault finding tools Technical and system documentation
Troubleshooting and fault finding are universal competencies used by most IT practitioners and operate at all stages of the systems life cycle. These activities apply procedures for localizing and diagnosing equipment or system malfunctions or anomalies, typically by systematic examination progressing from higher to lower levels of assembly. The breadth, depth and complexity of knowledge and skills in this competency would cover a broad range of varied activities or application in a wider variety of contexts most of which are complex and non-routine. Leadership and guidance would be involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature. Assessment must ensure:
Performance of a broad range of skilled applications
including the requirement to evaluate and analyse current practices, develop new criteria and procedures for performing current practices and provision of some leadership and guidance to others in the application and planning of the skills would be characteristic. organisation of, others.
Applications may involve responsibility for, and limited
Assessment will usually include observation of real or simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills. The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario.
summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency. environment provided the assessor has a prior knowledge of the outcome, or in a simulated or fire walled environment.
Competency in this unit can be assessed in a live
ICAS4109B Evaluate system status ICAT4242B Perform unit test for a class

Demonstrate understanding of a broad knowledge base Apply solutions to a defined range of unpredictable Identify and apply skill and knowledge areas to a wide Identify, analyse and evaluate information from a variety Take responsibility for own outputs in relation to specified Take limited responsibility for the quantity and quality of Maintain knowledge of industry products and services
incorporating some theoretical concepts problems
variety of contexts, with depth in some areas of sources
quality standards
the output of others
CUS09 Music (Version 1.1) ICAU1128B Operate a personal computer
ICAU1128B
Unit Descriptor
Operate a personal computer

This unit defines the competency required to operate a personal computer, including starting the PC, logging in, using and understanding desktop icons and their links to underlying programs, navigating a directory structure, saving work, printing, closing down the PC. The following unit is linked and forms an appropriate cluster: ICAU1129B Operate a word processing application No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. This unit contains employability skills. Use
ELEMENT 1. Start the computer 2. Access basic system information
Check peripheral device connections for correct position Switch on power at both the power point and computer Insert user name and password as prompted and note access, privacy, security and related conditions of use displayed on introductory screens Navigate through the operatingsystem to access system information to identify system configuration and application versions in operation Use on-line help functions as required Create and customise desktop icons Select, open and close desktop icons to access applicationprograms Manipulate application windows and return desktop to original condition Create and name directories and subdirectories Identify attributes of directories Move subdirectories between directories Rename directories as required Access directories and subdirectories via different paths Use system browser to search drives for specific files Access the most commonly used types of files in the directories Select, open and rename groups of files as required Move files between directories Copy files to disk Restore deleted files as necessary Erase and format disks as necessary
3. Navigate and manipulate desktop environment
3.1 3.2 3.3
4. Organise basic directory/folder structure and files
4.1 4.2 4.3 4.4 4.5 5.1 5.2 5.3 5.4 5.5 5.6 5.7
5. Organise files for user and/or organisation requirements
6. Print information
6.1 6.2 6.3 6.4
Add a printer if required and ensure correct printer settings Change the default printer if appropriate Print information from an installed printer View and delete progress of print jobs as required Save any work to be retained and close all open application programs correctly Shut down computer correctly
7. Shut down computer
7.1 7.2
Required skills

Saving and retrieving files to various locations Mouse management (button usage) for different applications Reading and writing at a level where basic workplace documents are understood Ability to communicate with peers and supervisors Seeking assistance and expert advice Interpretation of user manuals and help functions The ability to input user access details for accessing a personal computer (PC) (possibly a networked environment) Basic keyboarding skills Computer functions Basic parts of a computer and various hardware components Storage devices and basic categories Basic software operation
Required knowledge

Peripheraldevice may include but is not limited to:
mouse keyboard visual display unit monitor printer laptops workstations servers other devices
Computer may include:
Applicationprograms may include:
database programs word processors email programs internet browsers system browsers spreadsheets
OperatingSystem may include but is not limited to: Systeminformation may include but is not limited to: On-line help functions
Linux 7.0 or above Windows 2000 or above Apple OS X or above hardware and software components that run a computer
An instruction manual or a portion of the manual,
integrated into the program
Attributes
Indicates several properties of the directory. For example,
they indicate whether the directory is read-only, whether it needs to be backed up, and whether it is visible or hidden
Systembrowser may include but is not limited to: Disks may include but are not limited to:
Windows Explorer Konqueror
floppy disks CDs CD-RW (compact disks-read write) DVD RW zip disks flash drives solid state hard drives layout paper size paper tray cartridge type number of copies orientation documents test pages web pages other output
Printersettings may include:
Information may include but is not limited to:

Assessment must confirm the ability to use software,
navigate around the desktop, use system features to perform tasks, and save results of work.
Personal computer Printer Mouse and keyboard Monitor Basic software
Using a personal computer is an essential business function and basic core skill in most workplaces. Demonstration of this competency will require:
Knowledge of PC operations in a narrow range of areas Basic PC practical skills Performing a sequence of routine tasks after having Receiving and passing on messages and information.
received clear direction
The breadth, depth and complexity of knowledge and skills in this competency would prepare a person to perform a defined range of activities many of which may be routine and predictable. Assessment must ensure:
Demonstration of knowledge by recall in a narrow range
of areas; demonstrating basic practical skills, such as the use of relevant tools and applications; performing a sequence of routine tasks given clear direction; and receiving and passing on messages or information. skills including preparatory access and participation skills, broad-based induction skills and/or specific workplace skills. They may also include participation in a team or work group.
Applications may include a variety of employment related
The purpose of this unit is to define the standard of performance to be achieved in the workplace. In undertaking training and assessment activities related to this unit, consideration should be given to the implementation of appropriate diversity and accessibility practices in order to accommodate people who may have special needs. Additional guidance on these and related matters is provided in ICA05 Section 1
ICAU1129B Operate a word processing application

Demonstrate knowledge by recall in a narrow range of Demonstrate basic practical skills, such as the use of Perform a sequence of routine tasks given clear direction Receive and pass on messages and information Maintain knowledge of industry products and services
areas
relevant tools
CUS09 Music (Version 1.1) ICAU1133B Send and retrieve information using web browsers and email
ICAU1133B
Unit Descriptor
Send and retrieve information using web browsers and email

This unit defines the competency required to complete basic internet search tasks as well as send and receive emails with attachments. The following units are linked and form an appropriate cluster: ICAS1193B Connect a workstation to the internet ICAU1128B Operate a personal computer ICAU1129B Operate a word processing application ICAU1213B Conduct on line transactions ICAS2243B Detect and protect from spam and destructive software No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. This unit contains employability skills. Use
ELEMENT 1. Access the internet
Open an internetbrowser and set a home page of personal choice by setting internetoptions Adjust the display of the internetbrowser to suit personal requirements Modify toolbar to meet user and internetbrowser needs Access a particular website, note privacy and other conditions of use and retrieve data Enter a uniform resource locator (URL), in the address line of the internet browser Locate and select appropriate search engine and define search expressions based on the data required Save search expression results and present them in a report according to the information requirements Create a bookmark within the internetbrowser or a link for the required web page and save it in a bookmark folder Modify the internetbrowser options for printing and print a web page Close the internet browser Select searchengine and using key word search research the concept of netiquette (or web etiquette) Review rules of good online manners from at least two netiquette sites Develop a personal list of netiquette principles to be applied to email and newsgroup discussions Check that these are consistent with organisational policies
2. Search the internet
2.1 2.2 2.3 2.4 2.5
3. Research and apply 'netiquette' principles
3.1 3.2 3.3 3.4
4. Send and organise messages
4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14
Open an email application package and create a new email message Add addressee to the email message Compose the text of an email message according to organisational guidelines Create and add an automatic signature for the user, so that it appears automatically in every new email message that the user creates Attach files to the email message, using the attachment feature Determine and set a priority for an email message and spell check and edit text as required Send the email message Reply to received messages and forward as appropriate, using the carbon copy and forward features Open and save an attachment to the relevant folder Search for an email message and set a priority setting or delete as necessary Sort inbox according to sender's name and date received Save email messages in a folder Compact folder to save space Print an email message Manually add an email address to the email package address book Update the address book by transferring the email address from a received message Create a distribution list and send out email message
5. Create an address book
5.1 5.2 5.3
Required skills

Ability to implement workstation adjustment according to OH&S guidelines Basic analysis in relation to a limited range of routine tasks Low-level decision making in relation to a limited range of routine tasks Problem solving skills in known areas during normal routine activities Reading and writing at a level where basic workplace documents are understood Clear and precise communication Ability to interpret user manuals Using a PC and peripherals Cultural understanding Makeup and structure of an internet addresses Basic technical terminology in relation to reading help files and prompts Log-on procedures for accessing a PC Modem speed, traffic loads in relation to times of accessing the internet Evaluating and assessing the authority, reliability and authenticity of information Organisational guidelines on internet and email usage ('web etiquette' or netiquette) Different types of search engines (eg. Google, Alta Vista, Infoseek) Different types of messages that occur (e.g. error messages, updates, need for installing plug-ins)
Required knowledge

Internet browser may include but is not limited to:
Netscape Navigator Internet Explorer Mozilla Opera Galleon Phoenix Konqueror Lynx
Internetoptions may include but are not limited to: Toolbar can contain:
configuring of the following options: home page, location
of temporary files, privacy level, security level, type of connection and history
buttons menus a combination of both Is sometimes referred to as web etiquette and is an
Netiquette
informal code of manners governing online conduct which may include but is not limited to the use of upper and lower case letters in messages, not spamming other users, not posting commercial messages to newsgroups, learning to lurk before posting, respect for other's time, privacy and bandwidth
Searchengine may include:
Snap Questfinder Ask Jeeves Google Metacrawler Alta Vista Excite Infoseek Findlink Northern Light AOL Netfind Hotbot LookSmart Yahoo Netscape Lycos Open Text WebCrawler Go To Dot Com Beaucoup Meta Search Search.com Go2Network Savvy Search Profusion Dogpile Metagopher
Organisationalguidelines may include but are not limited to:
personal use of emails and internet access content of emails downloading information and accessing particular opening mail with attachments virus risk (MS windows OS and Mac OS only)
websites
Files may include but is not limited to:
html pages pdf files text files pictures music email messages

Assessment must confirm the ability to browse the
internet, search for information, send and receive emails and organise the email client application on the computer.
Organisational style guide/policy Organisational policies on internet and email usage Personal computer with internet capability Context of and specific resources for assessment
This competency provides one of the fundamental foundation skills for interacting online. In this context, individuals must recognise their own responsibility in having access to the vast services, sites, systems and people provided by the internet. The breadth, depth and complexity of knowledge and skills in this competency would prepare a person to perform a defined range of activities many of which may be routine and predictable. Assessment must ensure
skills including preparatory access and participation skills, broad-based induction skills and/or specific workplace skills. They may also include participation in a team or work group.
CUS09 Music (Version 1.1) ICAU1204B Locate and use relevant on-line information
ICAU1204B
Unit Descriptor
Locate and use relevant on-line information

This unit defines the competency required to use search engines to locate required information on the internet and assess the content of sites for accuracy, currency and/or authority. The following units are linked and form an appropriate cluster: ICAU1213B Conduct on line transactions ICAS2243B Detect and protect from spam and destructive software No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. This unit contains employability skills. Use
ELEMENT 1. Conduct a basic search using a search engine
Open an internet application and locate and access a searchengine on the internet Enter appropriate key words into the searchengine to locate the desired information Refine a search depending on outcomes of the original search Conduct a thorough search within a website using the provided internal search facility if available Use advanced search features, provided in most searchengines Use Booleansearch techniques when required to enhance the search Use multiple or meta search tools with a range of key words Use searchengines particular to a field of knowledge to refine the outcome Access related virtual community sites and newsgroups and note their objectives and operational arrangements Conduct a search with domain names to refine the search Cross-reference the information found by using several websites to determine the accuracy of the information obtained Check the date that the website was last updated or the properties of the website to determine the currency of the information Determine the website authority by looking at copyright statements, privacy statements and organisational information Save information found in different file forms Print information found in different file forms
2. Conduct an advanced search using search tools
2.1 2.2 2.3 2.4 2.5 2.6
3. Use information that has been located
3.1 3.2 3.3
4. Save and print information
4.1 4.2
Required skills

Understanding key words Operating a PC Opening web pages Using PC peripheral hardware Using an internet web browser Using internet search functions Using research techniques Evaluating and assessing the authority of information Different types of search engines Copyright and privacy statements
Required knowledge

Search engine may include:
Snap Questfinder Ask Jeeves Google metacrawler Alta Vista Excite infoseek Findlink Northern Light AOL Netfind Hotbot LookSmart Yahoo Netscape Lycos Open Text WebCrawler Go To Dot Com Beaucoup Meta Search Search.com Go2Network Savvy Search Profusion Dogpile Metagopher
Boolean search may use terms such as:
AND OR NOT

Assessment must ensure the ability to use search tools to
locate information and make an informed assessment of the accuracy, currency, authority and reliability of the site and information located.
Personal computer with internet capability Printer Context of and specific resources for assessment
Locating and using online information is an increasingly important business and personal function. Many organisations encourage activities and transactions to be conducted online. An increasing number of government provided information services and transactions require online user capability for effectiveness. The sourcing and verification of online information is an increasingly important research task for both individuals and organisations as a growing proportion of suppliers and customers use online facilities to market or secure good and services. The breadth, depth and complexity of knowledge and skills in this competency would prepare a person to perform a defined range of activities many of which may be routine and predictable. Assessment must ensure
skills including preparatory access and participation skills, broad-based induction skills and/or specific workplace skills. They may also include participation in a team or work group.
ICAU1128B Operate a personal computer ICAU1133B Send and retrieve information using web ICAU1213B Conduct on-line transactions ICAS2243B Detect and protect from spam and
browsers and email
destructive software

Demonstrate knowledge by recall in a narrow range of Demonstrate basic practical skills, such as the use of
areas
relevant tools Perform a sequence of routine tasks given clear direction Receive and pass on messages and information Maintain knowledge of industry products and services
CUS09 Music (Version 1.1) ICAU2005B Operate computer hardware
ICAU2005B
Unit Descriptor
Operate computer hardware

This unit defines the competency required to determine, select and correctly operate basic computer hardware, generally known as peripherals and which may include input/output devices and secondary memory. There may be benefit in concurrent learning with the following units: ICAS2014B Connect hardware peripherals ICAU2231B Use computer operating system The following units are linked and form an appropriate cluster: ICAS2014B Connect hardware peripherals ICAU2231B Use computer operating system No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. This unit contains employability skills. ICAU1128B Operate a personal computer Use
Employability Skills Prerequisite Unit(s) Unit Sector
ELEMENT 1. Identify computer hardware components 2. Understand the interrelationship between computer hardware and software
Identify external hardware components and peripherals Identify internal hardware components Describe the functions of computer hardware and associated OH&S standards and environmentalconsiderations around hardware use and disposal Describe the function of a computer operating system Describe the boot process State the relationship between an application program, the operating system and hardware State the general differences between the different computerplatforms and their respective operating systems Draw a simple block (schematic) diagram showing the interconnection of the various components of a computer Follow OH&Sstandards and organisational policies and procedures when using computer input equipment
2.2 2.3 2.4 2.5 2.6 3. Use computer input equipment 3.1
Required skills

Reading and writing at a level where basic workplace documents are understood Decision making skills in a narrow range of areas Problem solving skills for a defined range of predictable problems Ability to communicate with peers and supervisors to seek assistance and advice OH&S principles and responsibilities Ergonomic principles to avoid back, wrist and eye strain Procedures and exercises for avoiding strain and injury Basic knowledge of current industry-accepted hardware and software products, with broad knowledge of general features and capabilities
Required knowledge

External hardware components may include but are not limited to:
keyboard mouse disk drives USB serial parallel ports CPU memory chip motherboard video display card network interface card sound card cabling
Internal hardware components may include but are not limited to:
Computerplatforms may include but are not limited to:
Apple Macintosh and PCs and the various operating systems used on each
Peripherals may include but are not limited to:
Printers, scanners, tape cartridges Speakers, multimedia kits Personal computer fax/modems Input equipment may include mouse, touch pad, keyboard, pens Mobile phones, palmtops and personal digital assistants (PDAs), laptops and desktop computers Bluetooth devices, universal serial bus (USB), Firewire (IEEE 1394)

Hardware may include but is not limited to:
workstations personal computers modems and other connectivity devices networks DSL modems remote sites servers cartridges ribbons floppy disks CD-R CD-RW DVD-R/RW correct posture lighting type of desk type of monitor style of chair typing position correct lifting method repetitive strain injury prevention ventilation light position length of time in front of computer security procedures OH&S procedures maintenance procedures standards for speed and accuracy
Consumables may include but is not limited to:
OH&S standards may include:
Organisational may include but are not limited to:
Environmentalconsiderations recycling safe disposal of packaging (e.g. cardboard, polystyrene, may include but is not paper, plastic) limited to: correct disposal of redundant hardware (e.g. motherboards, hard drives, circuit boards) by an authorised body

Assessment must confirm the ability to determine, select,
explain and use hardware components, peripheral equipment and consumables correctly and efficiently according to the task requirement.
PC or workstation Peripheral devices Context of and specific resources for assessment
Peripheral equipment forms an auxiliary but essential component of everyday computer usage. Such equipment enhances the effectiveness of computers and provides increased functionality and capability for input, output and memory functions. The efficient and effective operation of peripherals is a critical aspect of information technology in most workplaces. The breadth, depth and complexity of knowledge and skills in this competency would prepare a person to perform in a range of varied activities or knowledge applications where there is a clearly defined range of contexts in which the choice of actions required is usually clear. There would generally be limited complexity in the range of operations to be applied. Assessment must ensure:
Performance of a prescribed range of functions involving
known routines and procedures and some accountability for the quality of outcomes would be characteristic. activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team.
Applications may include some complex or non-routine
ICAS2014B Connect hardware peripherals ICAU2231B Use computer operating system

Demonstrate basic operational knowledge in a moderate Apply a defined range of skills Apply known solutions to a limited range of predictable Perform a range of tasks where choice between a limited Assess and record information from varied sources Communicate with team members to clarify job Take limited responsibility for own outputs in work and Maintain knowledge of industry products and services
range of areas problems
range of options is required requirements learning
CUS09 Music (Version 1.1) ICAU2006B Operate computing packages
ICAU2006B
Unit Descriptor
Operate computing packages

This unit defines the competency required to identify, select and correctly operate three desktop applications for a range of purposes. There may be benefit in concurrent learning with the following units: ICAU2005B Operate computer hardware ICAU2231B Use computer operating system The following units are linked and form an appropriate cluster: ICAD2003B Receive and process oral and written communication ICAI2015B Install software applications ICAW2001B Work effectively in an IT environment No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. This unit contains employability skills. Use
ELEMENT 1. Use appropriate software
Select software appropriate to perform activity Use software to produce required outcome using a range of features related to the activities Save documents in appropriate directories/folders Select and access files Amend and save files according to requirements Produce documents and files that meet organisational needs Save files in appropriate directories/folders Exit software correctly without loss of data Identify the help resources available for basic difficulties with the software Access user help documentation and other resources for basic difficulties with the software Follow OH&S standards and regulations to avoid injury or illness Use wrist rests and document holders where appropriate Use monitor anti-glare and radiation reduction screens where appropriate Ensure user equipment is maintained and free from defects that could cause injury
2. Access, retrieve and manipulate data
2.1 2.2 2.3 2.4 2.5
3. Access and use help functions within each application 4. Use keyboard and equipment
3.1 3.2 4.1 4.2 4.3 4.4
Required skills
Basic analysis of desktop layout, monitor and chair positioning, keyboard techniques
and use of the mouse Basic problem solving in application management and help function usage Reading and writing at a level where basic workplace documents are understood Clear and precise communication with team members and supervisors Interpretation of user manuals
Required knowledge
OH&S principles and responsibilities Basic understanding of system usage Basic technical terminology in relation to reading help files and responding to system Personal computer access and log-on 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.
help prompts
Software may include but is not limited to:
commercial software applications organisation-specific software It is expected that a word processing application,
Database Application and Spreadsheet application will be chosen in preference to other types of applications html pages pdf files text files pictures music email messages text images graphics screenshots icons added to the document
Files may include but is not limited to:
Data may include:
workstations personal computers modems and other connectivity devices printers hard drives DSL modems monitors switches hubs personal digital assistant (PDA) other peripheral devices correct posture lighting type of desk type of monitor style of chair typing position repetitive strain injury prevention ventilation light position length of time in front of computer
OH&S may include:

Assessment must confirm the ability to produce several
workplace documents utilising a minimum of three different computing packages. Learner will demonstrate the use of a wide range of features from each package.
Personal computer Basic software Documents or information containing data suitable for use
with computing packages
This unit brings together a range of basic computer skills and knowledge consistent with general expectations around computer usage in the workplace. The breadth, depth and complexity of knowledge and skills in this competency would prepare a person to perform in a range of varied activities or knowledge applications where there is a clearly defined range of contexts in which the choice of actions required is usually clear. There would generally be limited complexity in the range of operations to be applied. Assessment must ensure:
Performance of a prescribed range of functions involving
known routines and procedures and some accountability for the quality of outcomes would be characteristic. activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team.
Applications may include some complex or non-routine
ICAU2005B Operate computer hardware ICAU2231B Use computer operating system ICAD2003B Receive and process oral and written ICAI2015B Install software applications ICAW2001B Work effectively in an IT environment
communication

Demonstrate basic operational knowledge in a moderate
range of areas Apply a defined range of skills Apply known solutions to a limited range of predictable problems Perform a range of tasks where choice between a limited range of options is required Assess and record information from varied sources Communicate with team members to clarify job requirements Take limited responsibility for own outputs in work and learning Maintain knowledge of industry products and services
Demonstration of these competencies would involve:

Using appropriate software Opening, amending and saving files and documents Using help manuals and on-line help when appropriate Applying OH&S procedures Demonstrating basic operational knowledge in a Performing a range of tasks where choice between a Assessing and recording information from varied sources
according to organisational requirements
moderate range of areas
limited range of options is required
CUS09 Music (Version 1.1) ICAU3019B Migrate to new technology
ICAU3019B
Unit Descriptor
Migrate to new technology

This unit defines the competency required to apply skills and knowledge in using new or upgraded technology. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. This unit contains employability skills. Use
ELEMENT 1. Apply existing knowledge and techniques to technology and transfer
Identify situations where existing knowledge can be used as the basis for developing new skills Acquire and use new or upgraded technologyskills to enhance learning Identify, classify and use new or upgraded equipment where appropriate, for the benefit of the organisation Conduct testing of new or upgraded equipment Apply features of new or upgraded equipment and software within the organisation Use features and functions of new or upgraded equipment Access and use sourcesofinformation relating to new or upgraded equipment Evaluate new or upgraded equipment for performance, usability and against OH&S standards Determine environmental considerations from new or upgraded equipment Seek feedback from users, where appropriate
2. Apply functions of technology to assist in solving organisational problems
2.1 2.2 2.3 2.4 3.1 3.2 3.3
3. Evaluate new or upgraded technology performance
Required skills

Research skills for identifying broad features of new technologies Ability to assist in the decision making process Literacy skills in regard to interpretation of technical manuals Ability to solve known problems in a variety of situations and locations General analytical skills in relation to known problems
Required knowledge
Broad awareness of current technology trends and directions in IT (e.g. software,
hardware, services, new developments, new protocols) Broad knowledge of vendor product directions Ability to locate appropriate sources of information regarding IT and new technologies Current industry hardware and software products, with broad knowledge of general features and capabilities Information gathering techniques
workstations personal computers modems and other connectivity devices printers hard drives DSL modems monitors switches hubs personal digital assistant (PDA) other peripheral devices
Applications
May include but are not limited to commercial software
applications; organisation-specific software; word processing, spreadsheet, database, graphic, communication packages and presentation functionalities. May include presentation applications contained in: Microsoft Office, Lotus Suite, Claris Works, Star Office or other similar applications.

Technology skills - new skills can include but are not limited to:
Hardware PCs networks storage communications equipment surveys questionnaires interviews meetings
Software may include but are not limited to:
user-based software for new business processes customer relationship management integrated services (e.g. banking and financial services)
Sources ofinformation may include but is not limited to:
documents test pages web pages appliances software and technical connections guidance and other outputs supplied by vendors and manufacturers
OH&S standards
May include correct posture, lighting, type of desk, type of
monitor, style of chair, typing position, repetitive strain injury prevention, ventilation, light position, correct lifting method, and length of time in front of computer. May also include physical safety considerations such as general electrical safety and cabling, power supply and leads as they apply to computer and peripheral installations.
Environmental Considerations may include but is not limited to:
recycling safe disposal of packaging (e.g. cardboard, polystyrene, correct disposal of redundant hardware (e.g.
paper, plastic)
motherboards, hard drives, circuit boards) by an authorised body

Competency must confirm the ability to transfer the
application of existing skills and knowledge to new technology.
Workplace or simulated workplace Documented organisational requirements
The rationale behind this unit emphasises the importance of constantly reviewing work processes, skills and techniques in order to ensure that the quality of the entire business process is maintained at the highest level possible through the appropriate application of new technology. To this end, the person is typically engaged in on-going review and research in order to discover and apply new technology or techniques to improve aspects of the organisation's activities. The breadth, depth and complexity of knowledge and skills in this competency would cover selecting, adapting and transferring skills and knowledge to new environments and providing technical advice and some leadership in resolution of specified problems. This would be applied across a range of roles in a variety of contexts with some complexity in the extent and choice of options available. Assessment must ensure:
Performance of a defined range of skilled operations,
usually within a range of broader related activities involving known routines, methods and procedures, where some discretion and judgement is required in the section of equipment, services or contingency measures and within known time constraints would be characteristic. Participation in teams including group or team coordination may be involved.
Applications may involve some responsibility for others.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended. An individual demonstrating this competency would be able to:
Demonstrate some relevant theoretical knowledge Apply a range of well-developed skills Apply known solutions to a variety of predictable Perform processes that require a range of well-developed Interpret available information, using discretion and
problems
skills where some discretion and judgement is required judgement
Take responsibility for own outputs in work and learning Take limited responsibility for the output of others Maintain knowledge of industry products and services
CUS09 Music (Version 1.1) ICAU3126B Use advanced features of computer applications
ICAU3126B
Unit Descriptor
Use advanced features of computer applications

This unit defines the competency required to use computer applications employing advanced features. The following unit is linked and forms an appropriate cluster: ICAB3018B Develop macros and templates for clients using standard products No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. This unit contains employability skills. Use
ELEMENT 1. Manipulate data
Employ advanced features of applications in the preparation and presentation of data Efficiently transfer data between applications , linking and embedding related data files as required Create and employ objects , macros and templates for routine activities Use shortcuts and features to increase personal productivity Solve routine problems using support resources Use on-line help to overcome difficulties with applications Solve problems with manuals and training booklets Access and apply technical support for system problems, utilising troubleshooting results and alert messages
2. Access and use support resources
2.1 2.2 2.3 2.4
Required skills

Basic analysis skills in relation to normal routine work processes Detailed skills in using applications features Basic skills in interpreting technical information Problem solving skills in known areas during normal routine work processes Plain English literacy and communication skills in relation to dealing with clients and team members
Required knowledge
Basic understanding of operating systems software and system tools Broad knowledge of vendor product directions Broad knowledge of vendor applications and their features
Applications
May include but are not limited to commercial software
applications; organisation-specific software; word processing, spreadsheet, database, graphic, communication packages and presentation functionalities. May include presentation applications contained in: Microsoft Office, Lotus Suite, Claris Works, Star Office or other similar applications.

Objects may include:
buttons checkboxes option buttons text boxes drop down lists network application software business computers financial system management system information system
System may include but is not limited to:

Assessment must confirm the ability to use at least three
computer applications to their full capacity employing all advanced features and import/export capacities for efficiency and productivity purposes, using at least two industry-recognised application packages.
Personal computer Documents or information containing data suitable for use
with multiple computing packages
The use of advanced features of computer applications is increasing as workplaces recognise the full potential and functionality of contemporary commercial applications. Individuals demonstrating this competency would be considered user experts or advanced users and would be capable of tutoring colleagues in the use of commercial applications. The breadth, depth and complexity of knowledge and skills in this competency would cover selecting, adapting and transferring skills and knowledge to new environments and providing technical advice and some leadership in resolution of specified problems. This would be applied across a range of roles in a variety of contexts with some complexity in the extent and choice of options available. Assessment must ensure:
Performance of a defined range of skilled operations,
usually within a range of broader related activities involving known routines, methods and procedures, where some discretion and judgement is required in the section of equipment, services or contingency measures and within known time constraints would be characteristic. Participation in teams including group or team coordination may be involved.
Applications may involve some responsibility for others.
ICAB3018B Develop macros and templates for clients
using standard products

Demonstrate some relevant theoretical knowledge Apply a range of well-developed skills Apply known solutions to a variety of predictable Perform processes that require a range of well-developed Interpret available information, using discretion and
problems
skills where some discretion and judgement is required
judgement Take responsibility for own outputs in work and learning Take limited responsibility for the output of others Maintain knowledge of industry products and services
CUS09 Music (Version 1.1) ICPMM296A Create and test a CD-ROM / DVD
ICPMM296A
Unit Descriptor
Create and test a CD-ROM / DVD

This unit describes the skills and knowledge required to create an interactive CD-ROM / DVD which starts automatically and has no errors in any of the interactive functions.
This unit requires a person to create and test a CD-ROM / DVD with a prescribed range of functions involving known routines and procedures with some accountability for the quality of outcomes.
No sector assigned
Unit Sector
ELEMENT 1. Confirm data requirements
All details required for the job are checked and confirmed against the job specifications Media content is tested to ensure all interactivity performs according to job specifications Media is compressed correctly with images at the right resolution and any text in the correct format Media is viewed on a range of hardware to ensure consistency of look and interactivity Target audience is identified from job specifications and a welcome page is developed The welcome page identifies the navigational structure of the media Folders for containing the media are prepared according to interactivity requirements DOS-style eight-dot-three-character file names are used for all files Autorun is set up to automatically start up the CD-ROM / DVD media ShelExec.exe is incorporated into the autorun script to ensure default programs within the shell are started Autorun is linked to a reader in case the target audience do not have one pre-installed Where autorun is linked to Adobe Reader, JavaScript is added to the appropriate folder to launch the PDF file The CD-ROM / DVD layout is validated and saved correctly The preferred CD-ROM / DVD format is chosen for the job A test CD-ROM / DVD is burned to test the auto functions and confirm interactivity across different platforms A master disc is produced for mass duplication
2. Prepare the CD-ROM / DVD structure
2.1 2.2 2.3 2.4
3. Set up auto functions
3.1 3.2 3.3 3.4
4. Burn CD-ROM / DVD
4.1 4.2 4.3 4.4
KEY COMPETENCIES The seven key competencies represent generic skills considered necessary for effective participation by an individual in the workplace. Performance Level 1 at this level, the candidate is required to undertake tasks effectively Performance Level 2 at this level, the candidate is required to manage tasks Performance Level 3 at this level, the candidate is required to use concepts for evaluating and reshaping tasks.
By developing a welcome page that identifies the navigational structure of the media. By correctly compressing media at the right resolution with any text in the correct format. By preparing the CD-ROM / DVD structure before setting up auto functions. By maintaining the production process in association with others. By compressing media correctly to ensure images are at the right resolution. By testing the auto functions to confirm interactivity across different platforms. By using computer hardware and software to create and test a CD-ROM / DVD.
2 2 2 1 1 1 2
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. The following variables 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.
Job specifications Interactivity
Job sheets, batch processing orders, job specs Hyperlinks, sound, movies, animation, pop-ups
EVIDENCE GUIDE The Evidence Guide describes the underpinning knowledge and skills that must be demonstrated to prove competency. It provides essential advice for assessment of the unit of competency and must be read in conjunction with the Performance Criteria, the Range Statement and the Assessment Guidelines for this Training Package. Critical aspects of evidence required to demonstrate competency in this unit Context of assessment
Create an interactive CD-ROM / DVD that starts automatically and has no errors in any of the interactive functions.
Assessment may take place on the job, off the job or a combination of these. Off the job assessment must be undertaken in a closely simulated workplace environment. There is no pre-requisite for this unit. Create TWO different interactive CD-ROMs / DVDs which start automatically, have no errors in any of the interactive functions and besides autorun they will link with a reader for computers without a reader installed. Evidence for assessment may be gathered from assessment of the unit of competency alone or through an integrated assessment activity.
Relationship to other units Evidence required for demonstration of consistent performance
Skills and knowledge
Use of compression technologies Media types Relevant multimedia software Relevant CD / DVD hardware for burning CDs / DVDs Multi media navigation Java script Different multi media file formats eg PDF, JPEG, TIF
Specific resource requirements
Appropriate computer hardware and software.
CUS09 Music (Version 1.1) MEM18001C Use hand tools
MEM18001C
Unit Descriptor
Use hand tools

This unit covers using a range of hand tools for a variety of general engineering applications. Related units: This unit should not be selected if the hand tool is dedicated to a single operation or machine and if only a machine specific/customised tool is used. When using hand held power tools or power tools used for hand held operations, refer to Unit 18.2 (Use power tools/hand held operations). Band: A Unit weight: 2 Notes: There are no notes for this unit
Applications may include hand tools used for adjusting, dismantling, assembling and finishing of items or components, and the finishing, cutting, scraping of metallic and non-metallic material to size and shape. This includes simple tapping and threading and routine maintenance of hand tools.
No sector assigned
Unit Sector
ELEMENT 1. Use hand tools
Hand tools are selected appropriate to the task requirements. Hand tools are used to produce desired outcomes to job specifications which may include finish, tension, size or shape. All safety requirements are adhered to before, during and after use. Unsafe or faulty tools are identified and marked for repair according to designated procedures before, during and after use. Routine maintenance of tools, including hand sharpening is undertaken according to standard operational procedures, principles and techniques. Hand tools are stored safely in appropriate location according to standard operational procedures and manufacturers' recommendations.
KEY COMPETENCIES
Key Competency Performance Level
RANGE STATEMENT The range statement provides information about the context in which the unit of competency is carried out. The variables and scope cater for different work requirements, work practices and knowledge between States, Territories and the Commonwealth, and between organisations and workplaces. The range statement relates to the unit as a whole and provides a focus for assessment. Text in italics in the performance criteria is explained here. The following variables may be present and may include, but are not limited to, the examples listed under the scope. All work is undertaken to relevant legislative requirements, where applicable.
Hand tools
Hacksaws, hammers, punches, screwdrivers, sockets, wrenches, scrapers, chisels, gouges, wood planes and files of all cross-sectional shapes and types Finish, tension, size or shape etc. Cleaning, lubricating, tightening, simple tool repairs, hand sharpening and adjustments using engineering principles, tools, equipment and procedures
Job specifications Routine maintenance
EVIDENCE GUIDE The evidence guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole. It must be read in conjunction with the unit descriptor, performance criteria, range statement and the assessment guidelines for the Metal and Engineering Training Package. Overview of assessment requirements
A person who demonstrates competency in this unit must be able to use hand tools for a range of general engineering applications.
Context of assessment
This unit may be assessed on the job, off the job or a combination of both on and off the job. Where assessment occurs off the job, that is the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with using hand tools or other units requiring the exercise of the skills and knowledge covered by this unit. Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials. Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts. Look for evidence that confirms skills in:
reading and following information on standard operating
Interdependent assessment
Consistency of performance
Required skills
procedures following verbal instructions selecting hand tools appropriate to the task using hand tools safely identifying hand tool defects and marking for repair maintaining/sharpening hand tools using appropriate techniques storing hand tools in accordance with manufacturers'/standard operating procedures
Required knowledge
Look for evidence that confirms knowledge of:

applications of different hand tools in a general common faults and/or defects in hand tools procedures for marking unsafe or faulty tools for repair routine maintenance requirements for a range of hand storage location and procedures for a range of hand tools hazards and control measures associated with using use and application of personal protective equipment safe work practices and procedures
engineering context
tools
hand tools
CUS09 Music (Version 1.1) MEM18002B Use power tools/hand held operations
MEM18002B
Unit Descriptor
Use power tools/hand held operations

This unit covers using a range of hand held power tools and fixed power tools for hand held operations for a variety of general engineering applications. Related units: This unit should not be selected if the power tools used are dedicated to an operation or machine, e.g. nut-runner, air drill, power driver etc. For using hand tools, see Unit 18.1 (Use hand tools). Band: A Unit weight: 2 Notes: There are no notes for this unit
This unit applies to loosening and fastening items or components and shaping, finishing, cutting, grinding metallic and non-metallic materials and/or tool bits to size and shape.
No sector assigned
Unit Sector
ELEMENT 1. Use power tools
1.3 1.4 1.5 1.6
Power tools are selected appropriate to the task requirements. Power tools are used for a determined sequence of operations - which may include clamping, alignment and adjustment to produce desired outcomes - to job specifications which may include finish, size or shape. All safety requirements are adhered to before, during and after use. Unsafe or faulty tools are identified and marked for repair before, during and after use according to designated procedures. Operational maintenance of tools, including hand sharpening, is undertaken according to standard workplace procedures, principles and techniques. Power tools are stored safely in appropriate location according to standard workshop procedures and manufacturers' recommendations.
KEY COMPETENCIES
Key Competency Performance Level
RANGE STATEMENT The range statement provides information about the context in which the unit of competency is carried out. The variables and scope cater for different work requirements, work practices and knowledge between States, Territories and the Commonwealth, and between organisations and workplaces. The range statement relates to the unit as a whole and provides a focus for assessment. Text in italics in the performance criteria is explained here. The following variables may be present and may include, but are not limited to, the examples listed under the scope. All work is undertaken to relevant legislative requirements, where applicable.
Power tools
Electric or pneumatic/hydraulic drills, grinders, jigsaws, nibblers, cutting saws, sanders, planers, routers, pedestal drills and pedestal grinders Multigrips, vices, jigs and fixtures, clamps etc. Finish, size or shape etc. Hand sharpening, cleaning, lubricating, tightening Simple tool repairs and adjustments using engineering principles, tools, equipment and procedures to statutory and regulatory requirements
Clamping Job specifications Operational maintenance
EVIDENCE GUIDE The evidence guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole. It must be read in conjunction with the unit descriptor, performance criteria, range statement and the assessment guidelines for the Metal and Engineering Training Package. Overview of assessment requirements
A person who demonstrates competency in this unit must be able to use power tools/hand held operations.
Context of assessment
This unit may be assessed on the job, off the job or a combination of both on and off the job. Where assessment occurs off the job, that is the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with using power tools/hand held operations or other units requiring the exercise of the skills and knowledge covered by this unit. Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning should not require language, literacy and numeracy skills beyond those required in this unit. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials. Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts. Look for evidence that confirms skills in:
reading and following information on standard operating
Interdependent assessment
Consistency of performance
Required skills
procedures following verbal instructions selecting power tools appropriate to the task using power tools safely using clamping/securing devices identifying power tool defects maintaining power tools using appropriate techniques sharpening tools/tool bits within the scope of this unit storing power tools according to manufacturers'/ standard operating procedures.
Required knowledge
Look for evidence that confirms knowledge of:

application of different power tools clamping/securing methods adjustments/alignments to a range of power tools common faults and/or defects in power tools procedures for marking unsafe or faulty power tools for repair routine maintenance requirements of a range of power tools tool sharpening techniques for a range of power tools storage location and procedures of a range of power tools hazards/control measures associated with power tools use and application of personal protective equipment safe work practices and procedures
CUS09 Music (Version 1.1) PSPPROC602B Direct the management of contracts
PSPPROC602B
Unit Descriptor
Direct the management of contracts

This unit covers management of contracts for strategic purchases to effectively minimise risks and achieve value for money to meet an organisation's core objectives. It includes managing contract establishment, performance and evaluation. In practice, directing the management of contracts may overlap with other public sector generalist and specialist work activities such as acting ethically, applying government systems, managing resources, managing client services, managing risk, etc. This unit replaces and is equivalent to PSPPROC602A Direct the management of contracts. This unit contains employability skills. No sector assigned
ELEMENT 1. Manage contract establishment
The requirements of contracts and strategic initiatives are discussed, clarified, and agreed by all parties Responsibilities for establishing and carrying out procedures are assigned to achieve contract outcomes Effective communication strategies and processes are established and implemented to assist ongoing communication between stakeholders and contractors Relationship management is undertaken at all levels of personnel involved in procurement and contract management Strategic relationships are established and managed to improve procurement capability and performance Risk management plans are updated in accordance with organisational policy and procedures Progress of contracts is monitored against set targets and performance measures to ensure success of procurement activities Should monitoring find that set targets and performance measures are not being met, action is taken to rectify performance in a timely manner Advice and support are provided to solve problems, make improvements and maintain progress Opportunities to improve procurement outcomes are sought and negotiated with contractors Approvals are provided/gained for contract variations negotiated and agreed between the parties Opportunities are provided for stakeholders and contractors to have input into and receive feedback on progress during the performance contracts
2. Manage contract performance
2.1 2.2 2.3 2.4 2.5 2.6
3. Manage contract evaluation
3.1 3.2 3.3
3.4 3.5
3.6
Evaluation of contract performance is undertaken relative to planned performance measures and in consultation with stakeholders and contractors Where stakeholders and contractors do not agree, dispute resolution is undertaken in accordance with organisational policy and procedures Conclusions are detailed against agreed criteria to provide a complete picture of performance of contractors , the organisation's procurement processes and v alue for money The performance of strategic initiatives is measured relative to planned outcomes in consultation with industry and other stakeholders Lessons learnt from evaluations of contracts and strategic initiatives are documented in accordance with organisational requirements and used to continuously improve future procurement activities Contractors and stakeholders are advised of evaluation outcomes in a timely manner in accordance with organisational guidelines
Required skills: Skill requirements

managing strategic relationships reading and applying complex, formal documents such as contracts, legislation and
guidelines and applying them to contract management and industry development networking with diverse clients, contractors and end users responding to diversity, including gender and disability problem solving, including conceptual and reasoning skills undertaking research and analysis managing financial and other resources measuring the performance of strategic initiatives applying occupational health and safety and environmental requirements in the context of contract management
Required knowledge: Knowledge requirements

Commonwealth/State/Territory Government legislation, policies, practices and
guidelines relating to contract management, including environmental purchasing guidance aspects of law of contract, trade practices law, commercial law relating to contract management probity principles and issues government procurement environment legal requirements of government contracting financial rules and regulation requirements implications of particular contracting arrangements whole-of-life considerations procurement management processes equal employment opportunity, equity and diversity principles cultural issues relating to contract management and industry development relationship management at all different levels of personnel public sector legislation including occupational health and safety and environment
RANGE STATEMENT The Range Statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The Range Statement also provides a focus for assessment. It relates to the unit as a whole. Text in italics in the Performance Criteria is explained here.
Contracts and strategic initiatives may include
non-traditional procurement/finance activities strategic procurement activities such as industry
development in-house option directives inter/intra-government agreements memoranda of understanding/memoranda of agreement public private partnerships purchases from suppliers end users customers/clients sponsors potential providers/suppliers current providers/suppliers technical or functional experts or advisers Federal, State/Territory and/or Local Government the organisation other public sector organisations employees unions or staff associations industry bodies local communities and society as a whole lobby groups, special user groups progress meetings visits to the contractor's premises provision of samples regular progress reports from the contractor independent audit end user feedback
Stakeholders may include
Monitoring may involve
Contract variation may include
modification of: targets performance measures procurement plans resourcing monitoring and evaluation processes
Evaluation of contractor performance may include
strengths and weaknesses client acceptance of service delivery (client satisfaction) achievements in meeting delivery and completion dates compliance with other contractual requirements performance in relation to relevant policy objectives such as industry development, care for the environment, occupational health and safety, and affirmative action achievement of the contractor in developing Australian and New Zealand supply networks general relationships including effectiveness of communication at all levels performance of key technical personnel acceptability and cost of whole-of-life technical support including lead times and availability of spares and maintenance services achievements in innovation and quality improvement programs acceptability and suitability for future agreements including potential status as an approved contractor
Evaluation of the organisation's procurement processes may focus on
effectiveness of project management including the project
plan and the responsibilities and accountabilities set out in it quality of the business case, as indicated by the achievement of planned outcome and the contribution to program objectives effectiveness of contractor qualification processes value obtained in bid clarification and post-tender negotiation effectiveness of project management systems, focusing particularly on management information effectiveness of risk management methods for controlling variations in cost, time, quality and performance from the initial planning to completion adequacy of safeguards against fraud, error and impropriety incidence of material losses due to waste or inefficiency overall performance in terms of cost, time, service and quality whole-of-life program benefits residual values costs of parts servicing and maintenance industry benchmarks
Value for money must reflect
EVIDENCE GUIDE The Evidence Guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole. It must be read in conjunction with the Unit Descriptor, Performance Criteria, the Range Statement and the Assessment Guidelines for the Public Sector Training Package. Units to be assessed together Pre-requisite units that must be achieved prior to this unit Co-requisite units that must be assessed with this unit :Nil Co-assessed units that may be assessed with this unit to
:Nil
increase the efficiency and realism of the assessment process include, but are not limited to: PSPETHC601B Maintain and enhance confidence in public service PSPLEGN601B Manage compliance with legislation in the public sector PSPGOV601B Apply government systems PSPMNGT602B Manage resources PSPMNGT604B Manage change PSPMNGT606B Manage quality client service PSPMNGT608B Manage risk PSPPROC604A Plan for strategic procurement PSPPROC605A Coordinate strategic procurement PSPPROC606A Negotiate strategic procurement
Overview of evidence requirements
In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:
the knowledge requirements of this unit the skill requirements of this unit application of the Key Competencies as they relate to this
unit (see final table for examples) direction of contract management in a range of (3 or more) contexts (or occasions, over time) including 1 non-traditional procurement/finance activity such as a strategic initiative for industry development
Resources required to carry out assessment
These resources include:

legislation, policy, procedures and protocols relating to case studies and workplace scenarios to capture the
contract management
range of situations likely to be encountered when directing the management of contracts
Where and how to assess evidence
Valid assessment of this unit requires:

a workplace environment or one that closely resembles
normal work practice and replicates the range of conditions likely to be encountered when directing the management of contracts, including coping with difficulties, irregularities and breakdowns in routine direction of contract management in a range of (3 or more) contexts (or occasions, over time) including 1 non-traditional procurement/finance activity such as a strategic initiative for industry development
Assessment methods should reflect workplace demands, such as literacy, and the needs of particular groups, such as:
people with disabilities people from culturally and linguistically diverse
backgrounds Aboriginal and Torres Strait Islander people women young people older people people in rural and remote locations
Assessment methods suitable for valid and reliable assessment of this competency may include, but are not limited to, a combination of 2 or more of:

case studies portfolios questioning scenarios authenticated evidence from the workplace and/or training courses
For consistency of assessment
Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments
CUS09 Music (Version 1.1) SITTVAF001A Provide venue information and assistance
SITTVAF001A
Unit Descriptor
Provide venue information and assistance

This unit describes the performance outcomes, skills and knowledge required to provide visitors with information on the venue's facilities and services. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to frontline service personnel working in a range of tourism, hospitality, entertainment and cultural venues. Provision of information and assistance is often face-to-face but may be by telephone or other remote mechanism. Customer service personnel working under supervision undertake this function, but the unit is also relevant to those working in operational roles where customer service may not be the main focus of work, e.g. animal handlers in a zoo or technicians in a theatre.
Tourism- Venue and Facility Operations Venue and Facility Operations
Unit Sector Functional Area
ELEMENT 1. Access and update information.
Source and access information on facilities and services available within the organisation according to organisational systems. Incorporate information into day-to-day working activities to support quality of service and standards within the organisation. Share information with colleagues to support the efficiency and quality of service. Identify and use opportunities to update and maintain facility and service knowledge . Proactively identify information and assistance needs of different customers, including those with special needs. Provide accurate information in a clear, concise, courteous and culturally appropriate manner. Where appropriate, assist or instruct visitors in the use of equipment and facilities or refer to relevant colleagues. Consider health and safety requirements when providing information and assistance. Promote internal products and services using appropriate customer service skills. Proactively seek feedback on services from visitors. Observe visitor behaviour to inform future service developments and correctly follow procedures for any formal customer evaluation. Provide information on visitor feedback to relevant colleagues.
2. Provide information about services and facilities.
2.1 2.2 2.3 2.4 2.5
3. Seek feedback on services.
3.1 3.2 3.3
Required skills: The following skills must be assessed as part of this unit:
communication and interpersonal skills to interact in a friendly and courteous way with basic research skills to source information on a predictable range of customer requests literacy skills to understand, interpret and orally communicate venue information and
customers
promotional material.
Required knowledge: The following knowledge must be assessed as part of this unit:
sources of information on the organisation's services and facilities typical information systems used within the different types of venues open to the general organisation facilities, services and procedures, including for those with special needs,
public
such as parking, exhibits, show times, retail outlets and special events available sources of advice and referral safety and emergency procedures for visitors, colleagues and self sources of venue customers in the relevant industry context roles of different departments within different types of venues.
Information on facilities and services may relate to:
opening hours access pricing ticket sales cloaking times of activities or events direction or location of facilities retail food and beverages facilities for those with special needs new activities, events or procedures operational changes promotional activities. staff noticeboards leaflets and brochures team meetings internal newsletters discussions with colleagues.
Opportunities to update and maintain facility and service knowledge may include reference to:
Feedback may be:
formal, including surveys, interviews and structured informal, including observation or casual discussion.
questioning

ability to access appropriate information on services and ability to communicate information and assist visitors in a
facilities
courteous and culturally appropriate manner demonstration of skills on multiple occasions or in response to multiple requests to reflect breadth of knowledge and ability to respond to different situations.

interaction with others in the provision of information to use of current venue information.
demonstrate the appropriate interpersonal skills
Methods of assessment
direct observation of the candidate providing assistance case studies to assess ability to source a range of written and oral questioning or interview to test
and information
different types of information for different purposes
knowledge of the sources of information and the role of information systems within the venue review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
Assessing employability skills
Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts. Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.
CUS09 Music (Version 1.1) SITXEVT002A Provide event staging support
SITXEVT002A
Unit Descriptor
Provide event staging support

This unit describes the performance outcomes, skills and knowledge required to provide assistance with the staging of an event, including general knowledge of event staging and production issues. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals working in event operations support roles across the full spectrum of business and community activity. It has particular relevance in the cultural, community hospitality, sporting and tourism sectors. While the unit is broad in nature to capture a wide range of event operations, it requires the ability to apply specific knowledge of event technical production and staging requirements. An individual undertaking this role would be required to use some discretion and judgement, and operate within an established framework of plans and procedures under some supervision.
CrossSector- Event Management Event Management
ELEMENT 1. Make preparations for event staging.
Clarify and confirm details of event , including necessary resources, roles, responsibilities and timelines. Assess and correctly interpret key event staging information to confirm own and team work requirements. Obtain or organise relevant staging resources ensuring all safety requirements are met. Use event operations knowledge and initiative to participate effectively in event set-up, operation and break-down. Anticipate potential operational problems and take appropriate action to mitigate. Provide required assistance to meet technical production requirements . Identify and take opportunities to acquire new skills. Ensure health, safety and security procedures are integrated into all work procedures and risk management issues are addressed. Maximise work efficiency and effectiveness through appropriate liaison with colleagues on operational issues . Identify operational problems promptly and resolve within scope of individual responsibility or refer to supervisor. Accurately complete all required event documentation .
2. Provide onsite staging and 2.1 production assistance 2.2 2.3 2.4 2.5 2.6 2.7 2.8
3. Participate in event debrief.
3.1 3.2
Review event operation and factors impacting on its efficiency and success, including own role. Provide input to event debrief regarding operational issues and areas for potential improvement.
literacy skills to interpret event documentation, including basic production documentation numeracy skills to work with attendance numbers, monitor time and schedules, and
and work plans
check resources and equipment problem-solving skills to anticipate and respond to typical event operational problems. Required knowledge: The following knowledge must be assessed as part of this unit:
broad features and components of different types of events roles and responsibilities of various personnel involved in event staging in different work product and service terminology and broad operational parameters for key areas of
contexts
staging, including: catering venue or site services and set-ups technical services, including audiovisual, lighting, sound, rigging and special effects entertainers registration requirements and set-ups physical elements, including display, furniture and temporary structures security media coverage safety equipment typical procedures and practices for the set-up, operation and break-down of events in the relevant work context overview of legal, security and risk management issues that impact on event operations across different contexts safe manual handling procedures relevant to the work context emergency procedures relevant to the work context.
Event may include:
conference symposium exhibition festival promotion show sporting event parade cultural celebration trade and consumer show social event public event corporate event charitable, fundraising event.
Key event staging information may relate to:
attendance numbers event timelines venue or stage set-up technical production, including: lighting sound audiovisual sets props costumes.

Staging resources may include:
technical equipment handouts props transportation furniture space catering security support materials. working with technicians working with venue staff running cables moving equipment assisting with stage or equipment set-up.
Assistance to meet technical production requirements may include:
Health, safety and security procedures may relate to:
food safety electrical safety ensuring clear access routes personal hygiene restricting access identifying potential hazards. security specific audience behaviour crowd control service quality.
Risk management issues may relate to:
Liaison with colleagues on operational issues may include: Operational problems may include:
early discussion of potential problems seeking clarity on operational requirements developing a team approach to particular tasks.
delays equipment breakdown client dissatisfaction non-arrival of key talent, speakers, etc. inadequate supplies. running sheets checklists equipment labelling attendance lists.
Event documentation may include:

general knowledge of key operational, staging and knowledge of the different event management and
production issues for different types of events
operational roles and responsibilities in the relevant work context ability to provide efficient and safe event operations support, including effective liaison and proactive identification of operational problems practical demonstration of skills through the provision of operational assistance at an event.

access to an event on which the candidate can work interaction with others to reflect the communication presence of realistic time constraints for the completion of
aspects of the unit work activities.
direct observation of the candidate completing tasks
oral or written questioning to assess knowledge of event review of portfolios of evidence and third-party workplace
during set-up, operation and break-down of an event components, typical procedures and safety issues
CUS09 Music (Version 1.1) SITXEVT003A Process and monitor event registrations
SITXEVT003A
Unit Descriptor
Process and monitor event registrations

This unit describes the performance outcomes, skills and knowledge required to process and monitor registration for any type of event. No licensing, legislative, regulatory or certificate requirements apply to this unit at the time of endorsement. This unit contains employability skills.
Events are diverse in nature and are organised and administered in many different industry contexts. The underpinning principles of event management are consistent across these contexts and this unit is designed to apply to a broad range of events. It has particular relevance in the creative, hospitality, sport and tourism sectors within venues, event management organisations and professional conference organisers. Registration processing and monitoring requires underpinning clerical and administrative skills combined with knowledge of specific event administration procedures. This function is undertaken by individuals working according to broader event management procedures and under guidance from others. An individual achieving this unit would be expected to have a broad understanding of general event administration processes and principles to enable the transfer of skills across a range of different event types.
ELEMENT 1. Process registration information.
Identify and confirm mechanism for recording registration information in consultation with appropriate colleagues. Receive, interpret and accurately process registration information according to agreed procedures and timelines. Use appropriate features of technology to maximise work efficiency and speed. Organise all registration information in a clear and logical way. Provide accurate and relevant event information to clients and colleagues as required. Prepare and issue documents and other materials according to event requirements. Identify and follow up on missing information within appropriate timelines.
2. Review and report registration information.
2.1 2.2 2.3
Monitor registration information and provide attendance reports to appropriate colleagues, clients and suppliers as required. Proactively identify issues or challenges emerging from attendance information and report accordingly. Take action to address attendance issues according to instructions and in consultation with colleagues. Check and finalise registration documentation within agreed timelines. Produce accurate and complete final attendance documentation in agreed formats and styles. Distribute final registration documentation according to agreed procedures and within required timelines.
3. Finalise registration documentation.
3.1 3.2 3.3
organisational skills to collate, organise and process a wide range of information from problem-solving skills to address typical registration requirements, discrepancies and communication skills to liaise with event attendees and colleagues on registration issues literacy skills to interpret general event and specific registration documentation numeracy skills to determine attendance numbers and relationship to venue or event
varied sources anomalies
capacity.
overview knowledge of the event management process, such as key components for event attendance procedures and systems, including current technological impact and importance of accurate registration information for operational and services issues and problems that arise in the event registration process type of information and reports that assist in the event management process different types of clients for different types of events and the associated impact on
any type of event
developments in the relevant industry context quality
attendance administration.
Mechanism for processing registrations may be: Registration information may relate to:
automated manual.
payment status details of pre-booked sessions travel and touring arrangements accommodation details special requests medical information further action required at site or venue. invoices credit notes receipts service vouchers tickets confirmation letters information or promotional packs sponsor advertisements. numbers characteristics of attendees source of attendees progress towards attendance expectations. additional promotional activity targeting of specific groups holding of space for particular individuals or groups advice of change of venue.
Documents and other materials to be issued may include:
Attendance reports may include information on:
Action to address attendance issues may include:
Final attendance documentation may be:
attendance lists with basic details of attendees attendance lists with additional information, such as name tags information satchels.
payment status and special requests

ability to accurately process registration information and
to produce accurate attendance reports and related documentation knowledge of administration systems and procedures for recording and reporting event attendance demonstration of skills in registration processing and monitoring for more than one event production of work within commercial workplace time constraints. Assessment must ensure:
project or work activities are conducted over a period of
time to allow the candidate to demonstrate registration processing and monitoring for an event use of industry-current systems and technology.
review of documentation and reports prepared by the evaluation of reports prepared by the candidate on the
candidate in preparation for an event
administrative process for an event, including challenges and responses written or oral questioning to assess knowledge of event administration procedures and material formats review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
CUS09 Music (Version 1.1) SITXEVT004A Coordinate on-site event registrations
SITXEVT004A
Unit Descriptor
Coordinate on-site event registrations

This unit describes the performance outcomes, skills and knowledge required to prepare for and undertake the onsite registration of delegates or participants at an event. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit has particular application to events that involve a formal on-site registration process, such as sporting events, seminars and conferences. On-site registration requires the application of organisational, administrative and client service skills combined with knowledge of principles and procedures for coordinating on-site registration in any event context. This role is undertaken by a person acting according to established procedures and with some guidance from others.
ELEMENT 1. Prepare for registration..
Check and prepare all registration materials and equipment prior to the event according to event procedures. Identify and prepare appropriate resources to addresson-site contingencies . Check and reconfirm the arrangements for venue or site access and registration set-up according to event procedures. Locate and check registration set-up against prearranged agreements and relevant safety and access requirements . Carry out a brief site inspection in order to become completely familiar with event venue or site. Establish contact with appropriate venue or site personnel and other operations staff to facilitate effective communication during the event. Install or arrange for the installation of materials and equipment and check their efficiency and working order prior to registration commencement.
2. Set up registration area.
2.1 2.2 2.3 2.4
3. Process registrations
3.1 3.2 3.3 3.4 3.5
Welcome attendees in a courteous and friendly manner and provide accurate and relevant information on venue and event features. Check and accurately record registration details according to event procedures. Assist where possible with work overflow of other registration personnel. Identify, record and action any registration discrepancies with minimum disruption to the attendee. Accurately finalise documentation and pack or store registration resources according to event procedures.
Problem- solving skills to anticipate and respond to typical issues and challenges for literacy skills to interpret a range of event documentation and record standard numeracy skills to check attendee numbers and record financial details for registrations.
on-site registration
information on pre-formatted documents
context and reasons for a comprehensive and accurate on-site registration system use and characteristics of materials and equipment used for event registration in the typical registration procedures for a range of events safe work practices particularly in relation to bending, lifting and carrying items used at safety and risk issues associated with the gathering or movement of large numbers of
relevant industry context registration desks people.
Registration materials and equipment may include:
computer guest, delegate or participant lists guest, delegate or participant kits guest, delegate or participant reports promotional display materials display stands name tags stationery signage cash float.
Resources to address on-site contingencies may include:
spare supplies emergency phone contacts copies of all relevant event documentation and
agreements.
Prearranged agreements may relate to:
location of registration area signage nature and quantity of furniture and other equipment.
Safety and access requirements may relate to:
profile of registration area for arriving attendees safe positioning of registration area awareness of emergency exits ensuring adequate space for flow of people checking safety of any cables in or around registration area adequate sun and weather protection.

Registration details may include:
payment status details of pre-booked sessions travel and touring arrangements accommodation details physical fitness requirements and documentation. unexpected on-site registrations incorrect details, such as name and payment information no-shows incorrect pre-bookings for particular sessions.
Registration discrepancies may include:

knowledge of registration procedures as they apply to a ability to prepare registration materials, set up a
range of event styles
registration area and efficiently and accurately process registrations provision of registration services to clients within typical workplace time constraints demonstration of skills through coordination of on-site registrations for an event.

use of industry-current registration materials and
equipment, including a fully equipped and operational registration desk operationally realistic ratios of registration staff to clients.
direct observation of the candidate processing review of registration documentation prepared by the written and oral questioning or interview to test
registrations at an event candidate
review of portfolios of evidence and third-party workplace
knowledge of registration procedures and materials
SITXEVT003A Process and monitor event registrations. Assessing employability skills
CUS09 Music (Version 1.1) SITXEVT009A Develop event concepts
SITXEVT009A
Unit Descriptor
Develop event concepts

This unit describes the performance outcomes, skills and knowledge required to develop the overall concept, theme and format for a complex event comprising multiple components. Event bids and proposals are covered in unit SITXEVT008A Plan and develop event proposals and bids. The unit also shares some similarities with SITXEVT014A Develop conference programs, but is broader in application. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to the overall concept development process for any type of event. It may be relevant in any industry context, but has particular application in the cultural, community, hospitality, sporting and tourism sectors. A complex event comprising multiple components must involve:
need for a comprehensive and multifaceted event plan need for a formal internal or external communications
strategy dedicated and diverse event budget multiple administrative and operational components a wide range of stakeholders an event operations team.
Concept development occurs at the commencement of the event management cycle and involves the application of significant analytical, creative and conceptual skills teamed with sound operational management expertise. Sometimes the concept development phase is undertaken as part of the event bidding process. An event manager or other individual often in the event sponsoring organisation undertakes this role in consultation with a range of event stakeholders and sometimes under the guidance of an event organising committee. The unit does not include the specialist concept development undertaken by experts such as writers, technical specialists or lighting, sound, exhibition, set or costume designers. Consultation with relevant experts, however, may be a key aspect of overall event concept development.
Unit Sector Functional Area CrossSector- Event Management Event Management
ELEMENT 1. Establish overall event objectives and scope.
Clarify and agree on key event objectives in consultation with event stakeholders . Analyse initial event information and consult with stakeholders to determine the broad scope of the event. Identify and analyse internal and external factors that may impact on the event. Identify and access sources of information and ideas to inform event concept development. Research and critically evaluate ideas and information for possible application to current and future work. Generate discussion and consultation with event stakeholders and other colleagues to progress development of the event concept. Explore, test and reflect on different and innovative approaches as part of the concept development process. Develop overall event concept, theme and format that reflect key objectives and meet potential audience needs. Verify the operational practicality and cohesiveness of the concept, theme and format through consultation and analysis. Select and implement a strategy for effective communication about the concept with event stakeholders. Develop a summary of key logistical requirements based on the overall concept, theme and format. Facilitate effective planning and implementation through timely provision of accurate and complete information on the concept, theme and format to all relevant stakeholders. Obtain relevant approvals prior to implementation.
2. Establish event concept theme and format.
2.1 2.2 2.3 2.4 2.5
3. Evaluate and progress concept to operational stage.
3.1 3.2 3.3 3.4
3.5
critical thinking skills to assess, select and synthesise broad ideas and concepts planning and organisational skills to tie concepts to the need for operational practicality communication skills to consult and liaise with a wide range of stakeholders on literacy skills to interpret and develop information dealing with complex concepts numeracy skills to estimate costs, work with budgets and understand the impact of
potentially complex concepts and planning issues budgetary limitations on concept development.
processes to explore, generate and test ideas to develop a concept, format and theme range of different creative, promotional, technical and operational options to consider key stakeholders for different types of event internal and external factors to be considered when developing an event concept key operational issues that impact on development of an event concept in the relevant
when developing an event concept
industry context risk management factors that impact on event concept development legislative requirements that may impact on the event concept, e.g. safety and licensing.
Event objectives may be:
creative profile creation community impact participation or attendance. event principal local community organising committees local authorities clients colleagues staging contractors entertainers.
Event stakeholders may include:
Initial event information may relate to:
date, time and duration size and scope location resourcing.
Internal and external factors to be assessed may include:
human, financial and physical resource availability,
including: potential for attracting additional resources, such as sponsorship and co-hosting level of management commitment restrictions on lead time potential levels of participation and interest competitive environment timing and duration factors, such as impact of public holidays and other public events potential contributors talent requirements climate access factors marketing and promotional issues, such as potential for media coverage safety factors risk management considerations. adapting existing ideas, products or services developing new ideas, products or services incorporating or experimenting with new technologies challenging established ways of doing things. scheduling availability of human, financial and physical resources ensuring realistic attendance expectation venue or site constraints time constraints risk management issues. venue and site set-up and design catering physical elements technical effects, including sound, lighting and audiovisual collateral materials need for specialist contractors.
Different and innovative approaches may involve:
Operational practicality and cohesiveness may relate to:
Key logistical requirements may relate to:

ability to develop an event concept and format that are
operationally practical and result in the achievement of event objectives knowledge of typical formats and specific components for different types of events development of a concept, theme and format for a complex event to meet a specified need. Assessment must ensure:
access to and interaction with event industry suppliers involvement of and interaction with an event principal or
organising group.
case studies to develop concepts, themes and formats for evaluation of a concept, theme and format through a oral or written questions to assess knowledge of the
different types of events
candidate presentation or bid for an event
range of key market factors and management issues to be considered in the concept development phase review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
CUS09 Music (Version 1.1) SITXEVT010A Evaluate and address event regulatory requirements
SITXEVT010A
Unit Descriptor
Evaluate and address event regulatory requirements

This unit describes the performance outcomes, skills and knowledge required to assess the regulatory requirements that impact on a complex event comprising multiple components, and to incorporate appropriate responses into event planning and management. This unit contains employability skills.
This unit may apply to individuals coordinating events in any industry context, but is particularly relevant to event specialists who operate in the cultural, community, hospitality, sporting and tourism sectors. A complex event comprising multiple components must involve:
A senior event coordinator or event manager would undertake this role.

ELEMENT 1. Analyse regulatory issues that impact on event management.
Analyse event information to determine the scope and nature of regulatory issues to be considered. Research and assess the impact of specific event regulatory issues on event planning and operation. Analyse specific risk management issues for identified regulatory requirements and incorporate into overall risk management planning. Establish and assess the role of different stakeholders in relation to regulatory issues. Assess the need for specialist planning and operational advice or assistance to address regulatory requirements. Determine the scope and complexity of required or desirable liaison with regulatory authorities . Identify key organisations and individuals and establish effective consultation and communication processes. Include representatives from appropriate agencies in event management structures and consultation processes.
2. Establish strategies for working with regulatory authorities.
2.1 2.2 2.3
3. Develop plans and procedures to address regulatory requirements.
3.1 3.2 3.3 3.4 3.5 3.6
Integrate approach to plans and procedures addressing regulatory issues, into broader event management structures, processes and constraints . Develop and document specific procedures that address event regulatory requirements . Develop and monitor the production of any required compliance documentation. Identify critical tasks and allocate responsibilities and timelines. Develop and articulate contingency and critical incident procedures in relation to all regulatory requirements. Provide briefings and relevant information to colleagues regarding regulatory requirements and procedures. Assess different event elements in regard to compliance with regulatory requirements. Incorporate outcomes of evaluation into future event planning.
4. Evaluate event for regulatory compliance.
4.1 4.2
planning and organisational skills to develop practical plans and procedures communication and negotiation skills to liaise with people with varying responsibilities research skills to source information on event regulatory requirements literacy skills to interpret regulatory documentation and develop complex plans,
working in different contexts (e.g. operational staff and government officials) procedures and other documentation.
range of regulatory issues that impact on different types of event specific regulatory issues that affect key areas of event staging, including overview of sources of detailed information on specific regulatory issues ways in which regulatory issues need to be addressed, including procedures, systems structures and general operating procedures of regulatory authorities insurance issues relevant to regulatory requirements.
relevant legislation
and typical reporting and documentation requirements
Event information may include:
general nature of event event management structures level of government involvement location dates and times duration number of activities, sports or individual events numbers attending scope of physical staging requirements.
Specific event regulatory issues may relate to:
food safety security responsible service of alcohol use of licensed personnel, such as trades and pyrotechnicians crowd control environmental regulations OHS.
implications of non-compliance accountability, e.g. event organiser versus specific safety issues need for clear communication and reporting protocols. industry bodies professional associations government authorities, including: sport and recreation facilities parks and public places transport licensing traffic waste management utilities information services police emergency services convention and event sections tourism authorities and organisations unions.
Specific risk management issues may include:
contractors
Specialist planning and operational advice or assistance may include: Scope and complexity of required or desirable liaison may be impacted by:
technical experts local authorities.
scope of the event nature of the event in terms of complexity and number of current focus or requirements of relevant authority level of safety risk impact of the event on the physical environment.
associated regulatory issues
Appropriate agencies may include:
WorkCover authorities licensing authorities local councils government departments. overall management structure for the event specific event objectives budget human resources other operational requirements promotional requirements factors external to the event.
Broader event management structures, processes and constraints may include:
Specific procedures that address event regulatory requirements may relate to:
transport, handling and storage of food documentation of roles and responsibilities, including
restrictions for non-licensed personnel lines of communication reporting procedures emergency procedures.

Compliance documentation may include:
pre-event reports and requests to authorities details of licensed personnel activity logs incident reports. information on regulatory requirements specific procedures to follow in different situations contacts and procedures for emergency situations roles and responsibilities charts blank copies of documentation to be completed.
Briefings and relevant information may include:

ability to analyse, assess and respond to the range of
regulatory issues affecting an event to ensure event compliance sound knowledge of the range of regulatory issues that affect different aspects of event staging, relevant networks and information sources practical demonstration of skills through development of plans and procedures to address the regulatory requirements of a specific complex event. Assessment must ensure:
access to a complex event for which regulatory interaction with others to reflect the communication and use of current regulatory information.
requirements must be addressed negotiation aspects of the unit
evaluation of strategies and operational plans prepared case studies to assess candidate's ability to develop
by the candidate to address regulatory issues
approaches for a range of different events questions to assess detailed knowledge of different regulatory requirements and issues review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
CUS09 Music (Version 1.1) SITXEVT011A Develop crowd control plans and procedures
SITXEVT011A
Unit Descriptor
Develop crowd control plans and procedures

This unit describes the performance outcomes, skills and knowledge required to develop plans and procedures for the admittance, seating and dispersal of crowds. It includes procedures for emergency situations. This unit contains employability skills.
This unit applies to individuals responsible for the development of plans and procedures for the management of large crowds in any industry or community context. It is particularly relevant in the community, cultural, sporting and tourism sectors where large crowds are a feature of both ongoing and one-off business and community activity. Development of crowd management procedures in this unit requires the application of significant critical thinking, planning and organisational skills, combined with a detailed knowledge of risk management issues, crowd control techniques and relevant emergency procedures. Those with managerial responsibility undertake this role. The unit is generalist in nature and does not cover the specialised operational crowd management skills required by police or other security experts.
ELEMENT 1. Analyse risks associated with large crowds.
Identify and evaluate regulatory constraints and requirements in relation to crowd management . Identify and analyse general risks associated with gathering of large crowds. Identify and analyse current and emerging situation-specificrisks and assess for their impact on planning. Inspect, or organise inspection of, venue and facilities to ensure compliance with legal requirements and facilitate risk assessment. Determine need for specialist assistance and involvement of authorities in crowd management.
2. Develop crowd management plans.
2.1 2.2 2.3 2.4 2.5 2.6 2.7
Establish and document maximum limits for admission based on analysis of risks and venue . Estimate expected crowd numbers based on historical data and current trends or attendance information. Organise or confirm completion of any necessary work to ensure compliance with legal constraints and requirements. Determine and document human resource requirement for crowd management. Develop plan that minimises identified risks associated with the venue and complies with legal constraints and requirements. Consult with and gain input from relevant stakeholders on crowd management approaches. Develop evaluation criteria for crowd management plan in consultation with stakeholders. Develop and document specific operational crowd control procedures , including contingency and critical incident procedures . Identify critical tasks and allocate responsibilities. Undertake or organise preparation and checking of safety equipment according to legal requirements and manufacturer instructions. Ensure procedures consider and are integrated with broader management constraints and issues . Provide crowd control briefings and relevant information to stakeholders and staff. Develop and document procedures for managing crowds in emergency situations in consultation with relevant stakeholders. Identify and document safety needs of special populations in emergency situations. Implement and accurately document required practice drills. Evaluate effectiveness of crowd control, based on agreed evaluation criteria. Ensure outcomes of evaluation are incorporated into future planning.
3. Establish operational crowd management procedures.
3.1 3.2 3.3 3.4 3.5
4. Establish emergency crowd control procedures.
4.1 4.2 4.3
5. Evaluate crowd control plans and procedures.
5.1 5.2
planning and organisational skills to develop cohesive operational plans, procedures and research and critical thinking skills to assess risks associated with large crowds, seek
systems
information on regulatory requirements and develop appropriate strategies and procedures literacy skills to develop documents explaining crowd control strategies and procedures numeracy skills to work with concepts around capacity. Required knowledge: The following knowledge must be assessed as part of this unit:
types of situations that require specific crowd control planning sources of specialist assistance in relation to crowd control broader operational issues that impact on crowd management in the relevant work
context technology and equipment used in crowd management legislation, regulations and industry codes that affect crowd management specific risk management issues associated with large crowds resource requirements for crowd management, including financial, human and physical resources.
Crowd management may be required for:
ongoing business operations, such as at attractions or events, including: sport events competitions community events festivals functions conferences holiday programs celebrations arts events.
performance venues
General risks may include:
overcrowding crowd stress mob behaviour fire hazards inadequate provision for: protection of participants protection of performers traffic flow areas of congestion access of emergency services.
Situation-specific risks may relate to:
nature of audience, e.g. youth or elderly people special needs of audience, attendees and participants nature of event, e.g. intensity and impact on crowd venue constraints and capacity timing, in regard to factors such as weather considerations event duration and its impact on crowd behaviour.

Venue may be indoor or outdoor and may include:
open spaces aquatic environments streets gymnasiums restaurants hotels theatres stadiums arenas sports grounds attractions and theme parks. fire egress OHS risk management first aid insurances, including: public liability professional indemnity.
Specialist assistance may include: Authorities may include:
local authorities emergency services.
local government state government emergency services other industry bodies, including certifying bodies.
Human resource requirement may include:
ushers and marshals security personnel on-site supervisors. speed and efficiency of crowd movements absence of crowd incidents.
Evaluation criteria may relate to: Operational crowd control procedures may relate to:
access, including restricted areas, exits and aisles evacuation special population needs first aid set-ups precise numbers and location of personnel allocation of duties and rostering placement of physical elements, such as barriers and staging communication methods and protocols, such as two-way radios.

Contingency and critical incident procedures may relate to:
equipment breakdown adverse weather event staff sickness potential changes in crowd behaviour drug or alcohol-affected clients. overall event management structures specific event objectives budget human resources other staging requirements factors external to the event.
Broader management constraints and issues may include:
Briefings and relevant information may include:
location and venue maps summary procedures emergency telephone contacts.
Emergency situations may include:
fire earthquake bombing chemical leak or spill riot illegal entry alcohol drugs medical emergency equipment failure stage failure or collapse.

detailed knowledge of the factors influencing crowd ability to analyse crowd risks and develop plans and ability to determine and organise appropriate resources to demonstration of skills through development of crowd
management planning and operations procedures for crowd management address emergency situations
management plans and procedures for event or workplace operation.

access to venues at which crowd management would be use of current legal and other operational information on involvement of and interaction with stakeholders as part
required
which to base planning
of the planning process.
evaluation of crowd management plans and procedures case studies to assess candidate's ability to develop
developed by the candidate
crowd management approaches for a range of different events or workplace situations questions to assess detailed knowledge of risks and factors influencing crowd management planning review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
CUS09 Music (Version 1.1) SITXEVT012A Select event venues and sites
SITXEVT012A
Unit Descriptor
Select event venues and sites

This unit describes the performance outcomes, skills and knowledge required to undertake the venue or site selection process for a complex event comprising multiple components. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to the overall venue or site selection process for any type of event. It may be relevant in any industry context, but has particular application in the cultural, community, hospitality, sporting and tourism sectors. A complex event comprising multiple components must involve:
Selection of an appropriate venue or site for a complex event requires the application of significant analytical and research skills as well as sound knowledge of venue or site issues that impact on different types of events. Individuals working autonomously with limited guidance from others undertake this role. This may include senior event coordinators or event managers.
ELEMENT 1. Analyse venue or site requirements.
Analyse overall venue or site requirements based on detailed review of all aspects of the proposed event. Develop accurate and complete venue or site specifications to facilitate the research process. Integrate the needs of all stakeholders , including those with disabilities, into venue or site specifications.
2. Source event venues and sites.
2.1 2.2 2.3 2.4 2.5 2.6 2.7
Research potential venues and sites using appropriate information sources and research methods . Assess the suitability of venues and sites based on comparison of services offered with event specifications. Evaluate venue and site capacity to deliver a range of quality outcomes through broader investigation and negotiation and liaison with venue and site personnel. Identify risk management issues associated with specific venues and sites and incorporate into broader event planning. Assess the need for tentative bookings and take action promptly. Coordinate multiple site or venue selection when required in a logical manner. Provide clear and accurate briefings on venue or site options to colleagues and key stakeholders to include recommendations and rationale and gain appropriate approvals. Confirm venue or site arrangements accurately in writing when the selection process is finalised. Review and sign venue or site contracts within appropriate timeframes and within scope of individual responsibility. Integrate specific venue or site planning issues promptly into overall event management systems.
3. Confirm venue or site arrangements.
3.1 3.2 3.3
research skills to source and analyse a wide range of complex information and materials critical thinking skills to evaluate a range of venue or site options against complex communication skills to liaise and negotiate with event stakeholders, including venue or literacy skills to interpret varied and complex venue or site information and materials and numeracy skills to estimate and negotiate costs for a range of on-site venue-related
criteria and make substantiated selection site personnel
to develop complex accurate event documentation products and services.
information sources for venue or site information for a broad range of event types different styles of venues and sites, the range of products and services offered and their venue and site options within a given locality presentation styles for venue or site information, typical information inclusions and how features and requirements of typical venue or site contracts typical operational structures within different venues and sites, including relevant
suitability for particular event types to interpret these
risk management factors relevant to different types of venue or site operational requirements for different event types and their impact on the venue or site
personnel, internal networks, organisational interrelationships and reporting structures selection process.
Overall venue or site requirements may relate to:
event theme and image estimated numbers facilities and services to be provided budget audience or delegate profile and location.
Venue or site specifications would include details related to:
availability specific facilities and services, such as catering and size
of area and equipment staging and capacity technical capacity or potential budget parameters location and attendees' access issues access and timing, such as for set-up and break-down staffing. attendees, delegates, guests or participants host organisation contractors and suppliers clients sponsors emergency services regulatory authorities.
local or regional and state cultural, tourism and sporting
organisations convention and visitor bureaus venue publications and directories destination brochures trade journals internet.
Research methods may include:
using own event industry networks conducting desk research calling for tenders inspecting venue or site. assessment of previous experience with venue or site level of cooperation shown by venue personnel venue or site experience in holding similar events willingness to negotiate on products, services and costs. venue or site appeal for intended audience physical constraints safety issues security issues number of contractors to be coordinated access complications.
A range of quality outcomes may be affected by:
Risk management issues may relate to:
Multiple site or venue selection may relate to:
touring a single event a single event requiring multiple sites staging of related events in multiple locations.

ability to research and select an appropriate venue or site ability to develop, interpret and analyse the range of
for a complex event
information used in venue and site selection and confirmation process knowledge of different venue and site options within the local area conduct of venue or site selection process for at least two events, one of which becomes an event managed by the candidate.

access to venues and sites relevant to different types of use of current industry documentation and publications access to and liaison with venue personnel during the involvement of and consultation with event stakeholders.
events
relating to venues and sites selection process
evaluation of the suitability of a venue or site selected by case studies to assess ability to source and select venues review of documentation and specifications prepared by review of portfolios of evidence and third-party workplace
the candidate through attendance at the event and sites for different types of event the candidate
SITXEVT009A Develop event concepts.
CUS09 Music (Version 1.1) SITXEVT013A Manage event staging
SITXEVT013A
Unit Descriptor
Manage event staging

This unit describes the performance outcomes, skills and knowledge required to manage the staging and operation of a complex event comprising multiple components. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to staging management for any type of event. It may be relevant in any industry context, but has particular application in the cultural, community, hospitality, sporting and tourism sectors. The unit focuses on the key knowledge and skills required to manage overall event staging from an organisational and contractor management perspective. It requires the application of advanced planning, organisation and communication skills combined with a detailed knowledge of the event management process and broad understanding of individual specialist services. A complex event comprising multiple components must involve:
It does not cover the high levels of technical expertise required to provide individual specialist services, including catering, technical, creative and sporting. The unit is distinct from staging specialisation units that apply to staging technicians and stage managers in the entertainment industry. Depending on the event type and context, this role may be undertaken by a manager working within a venue or site, by an independent event manager or by a combination of both.
ELEMENT 1. Analyse event staging requirements.
Analyse event staging requirements based on detailed review of all aspects of the proposed event. Develop an accurate summary of staging requirements for each event component in consultation with key stakeholders . Incorporate safety and risk management issues into all planning of event staging.
2. Source and negotiate staging contractors.
2.1 2.2 2.3 2.4 2.5
Identify and source appropriate contractors to provide services for the event. Provide accurate and complete staging specifications detailing precise requirements to contractors, based on sound product and service knowledge. Obtain complete and timely quotations for the provision of products and services. Analyse quotations, conduct negotiations and select contractors using product and service knowledge to make informed decisions. Confirm agreements with contractors in writing to include details and costs of all services. Monitor pre-event progress with staging components at regular intervals through ongoing liaison with contractors and other stakeholders. Evaluate work completed against event requirements and time schedules, and take appropriate action to address delays or other problems to maintain event quality and integrity. Assess the need for staging adjustments to maintain event quality and integrity and negotiate appropriate changes. Negotiate and confirm adjustments to maintain event quality and integrity.
3. Monitor staging contractors.
3.1 3.2
3.3 3.4
communication and negotiation skills to conduct complex negotiations for the supply of
products and services, and to manage staging contractors during the event management and operations process problem solving skills to address complex issues, such as poorly-performing contractors, changing requirements and other operational constraints literacy skills to interpret and develop complex and detailed event documentation numeracy skills to work with budgets and detailed quotations for the supply of products and services. Required knowledge: The following knowledge must be assessed as part of this unit:
different roles and responsibilities of organisations involved in event staging suppliers of staging products and services and sources of information on staging specific risk management issues to be considered for different areas of event staging product and service terminology, features and options, and current technology in key
services
areas of staging, including: catering venue or site services and set-ups technical services, including audiovisual, lighting, sound, rigging and special effects entertainers registration requirements and set-ups physical elements, including display, furniture and temporary structures security media coverage safety equipment key inclusions for contractor briefing and specification documents.
Event staging requirements may relate to:
exhibition set-up audiovisual disabled and emergency access display and decoration furniture and temporary structures special effects entertainment sound and lighting stage design rigging catering and catering set-up security. attendees, delegates, guests or participants clients or host organisation contractors and suppliers sponsors emergency services regulatory authorities.
Contractors may include:
venues and sites speakers and entertainers staging and technical specialists, including display suppliers caterers equipment hire companies.
pyrotechnicians, special effects, sound and lighting
Staging specifications may include or relate to:
price performance standards timelines technical specifications for such things as equipment theme-related requirements regulatory requirements. changes in numbers capacity of supplier to deliver quality outcome budgetary changes unexpected difficulties with staging components.
Staging adjustments may relate to:

general knowledge of the range of staging services and
related terminology to allow for informed planning and decision-making ability to source, organise and coordinate multiple staging contractors as part of the overall event management process management of the staging of at least one complex event. Assessment must ensure:
access to an event venue access to all equipment required for the staging of an liaison with and involvement of multiple contractors.
event
evaluation of the staging of an event managed by the review of documentation used to manage staging questioning of contractors to assess the organisational
candidate through attendance at the event contractors prepared by the candidate
skills of the candidate case studies to assess ability to determine staging requirements for different events oral or written questions to assess knowledge of key staging services and relevant terminology review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
CUS09 Music (Version 1.1) SITXEVT014A Develop conference programs
SITXEVT014A
Unit Descriptor
Develop conference programs

This unit describes the performance outcomes, skills and knowledge required to develop conference programs. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals who are responsible for the overall design of a conference program and is relevant to the full range of industry contexts. The unit is specialised in nature, and relates to conferences that include a significant business program. It requires the application of detailed knowledge of conference formats and options as well as a sound understanding of learning and development issues that impact on program design. Meetings or conference managers, either internal or external to the sponsoring organisation, undertake this role. They work autonomously in consultation with others, and often under the overall guidance of an organising committee. More general conference organisation skills are found in business units such as BSBADM503A Plan and manage conferences.
ELEMENT 1. Establish program requirements.
Analyse overall conference context, scope and objectives in consultation with stakeholders to determine program parameters and balance. Develop and agree on specific program requirements in consultation with relevant stakeholders. Assess internal and external factors for impact on program design. Develop overall conference format within known budget, venue and staging constraints. Research, analyse and assess various options for different program components and investigate ways to incorporate innovative approaches. Identify and integrate the use of appropriate technologies in program development. Include activities that integrate educational, learning and development principles appropriate to the target audience.
2. Design conference program.
2.1 2.2 2.3 2.4
3. Finalise program details.
3.1 3.2 3.3 3.4
Create cohesive program by integrating all program components. Present proposed conference program to appropriate stakeholders within required timeframe. Negotiate program details with stakeholders and gain appropriate approvals. Initiate appropriate actions in relation to dissemination and publication of conference program.
research skills to interrogate wide-ranging and complex information sources to develop critical thinking skills to analyse, assess and distil program options to best meet communication skills to consult and reach agreements with stakeholders on program literacy skills to research and interpret complex information numeracy skills to work with conference schedules and timing issues.
options for different conference program components conference objectives
details and to present program information
typical conference session formats, and the features, advantages and disadvantages of scheduling options and issues for conferences of varying durations links between different program components and how these affect program design needs of different segments of the market (e.g. corporate, associations and government) range of options for conference staging, including key staging components, room layouts
different options
in relation to conference activities
and current technologies educational, learning and development principles, including learning principles for different groups, varying learning styles and features of learning materials features of academic abstracts and how these are used.
Conference context, scope and objectives may relate to:
current local, national and international industry or
community issues and activities profile of the host organisation internal organisation objectives and development needs wider industry development needs current and emerging research characteristics of desired delegates required timing and dates for conference.
clients organising committees management industry associations event-specific practitioners, such as medical practitioners at a medical conference community organisations.

Specific program requirements may relate to:
program duration keynote speakers and facilitators learning and development focus balance of social and business program. speaker or facilitator availability venue-related issues current and emerging industry trends emerging research.
Internal and external factors may include:
Program components may include:
business program, such as: plenary sessions workshops and break-out sessions remote components breaks catering links with other parallel events social program pre and post-touring elements.
Technologies may relate to:
ways to enhance presentations remote conferencing options venue requirements delivery of program information to delegates.
Educational, learning and development principles may relate to:
principles of adult learning different learning styles of particular groups key principles in developing learning materials and
designing educational experiences use of interpretive techniques action and experiential learning.

ability to design a practical conference program to meet
overall objectives and needs of the target audience within budgetary guidelines detailed knowledge of the range of options available to conference organisers in terms of venues, staging, format, and pre and post-touring components development of a program for at least one conference that is actually held. Assessment must ensure:
involvement of a sponsoring organisation or individual use of current industry information sources and
with whom the candidate must liaise
technology to develop conference program option.
project to develop a program for a conference case studies or projects to assess knowledge of review of portfolios of evidence and third-party workplace
programming for different types of conferences
SITTPPD003A Source and package tourism products.
CUS09 Music (Version 1.1) SITXEVT015A Manage exhibitions
SITXEVT015A
Unit Descriptor
Manage exhibitions
This unit describes the performance outcomes, skills and knowledge required to develop and implement plans and procedures for the management and operation of exhibitions. All other Events units are applicable to exhibition management. This unit focuses only on the issues specific to commercial exhibitions. This unit contains employability skills.
This unit applies to individuals responsible for the development and implementation of exhibition plans and procedures in any industry or community context. Exhibitions are events that bring buyers and sellers together to view and sell products and services. They may be trade or consumer focused. This unit focuses on the application of the specific knowledge and skills required for exhibition management. In particular, it includes establishing systems and formats for bringing buyers and sellers together, recruiting and managing exhibitors, and setting up physical exhibitions. Exhibition management requires the application of significant communication, planning and organisational skills underpinned by detailed knowledge of exhibition operations. A senior coordinator or manager undertakes this role.
ELEMENT
1. Establish overall exhibition 1.1 scope and format. 1.2 1.3 2. Establish and manage exhibition layouts and floor plans. 2.1 2.2 2.3 2.4 2.5 2.6
Assess proposed exhibition concept to determine planning and operational requirements. Consult with key stakeholders and agree on exhibition objectives . Develop overall format in consultation with stakeholders . Assess the physical characteristics of the exhibition space in relation to its capacity to meet requirements. Assess safety, risk and environmental issues that may impact on exhibition layouts. Establish criteria for the allocation of space according to exhibition objectives and in consultation with stakeholders . Allocate space according to agreed criteria. Identify, negotiate and resolve any conflicting demands for exhibition space according to agreed criteria. Organise development of accurate and complete floor plans based on agreed layouts and criteria.
3. Establish and manage format for buyer and seller interaction.
3.1
3.2 3.3 4. Recruit and manage exhibitors. 4.1 4.2 4.3 4.4 4.5 4.6 4.7
Determine most appropriate format for buyer and seller interaction based on analysis of exhibition objectives, operational constraints and consultation with key stakeholders. Establish and monitor procedures and systems for one-to-one appointment scheduling when required. Generate and distribute reports and schedules of interaction to buyers and sellers. Develop clear, concise and professional exhibitor prospectus, including full breakdown of costs, benefits and other relevant exhibitor information. Distribute and present exhibitor prospectus according to agreed targets and marketing plan. Undertake follow-up promotion and negotiation as required. Execute exhibitor contracts and agreements to include full details of commitments made by both parties. Provide or organise exhibitor support services . Develop and distribute accurate and complete exhibitor kits at appropriate time prior to exhibition. Provide or organise exhibitor operational support, including briefings and debriefings according to agreements. Evaluate exhibition effectiveness based on agreed evaluation criteria . Ensure outcomes of evaluation are incorporated into future exhibition planning.
5. Evaluate exhibition operations.
5.1 5.2
planning and organisational skills to establish and manage cohesive operational communication skills to consult, liaise and negotiate with a wide range of stakeholders critical thinking skills to evaluate complex information from multiple sources, and to
procedures and systems
on complex planning and operational issues
develop management approaches based on those evaluations literacy skills to interpret and develop complex and varied exhibition management documentation numeracy skills to work with budgets and spatial planning issues. Required knowledge: The following knowledge must be assessed as part of this unit:
detailed knowledge of the exhibitions sector, including different types of exhibitions, key broader event management issues that affect exhibition planning and management issues and challenges commonly encountered in exhibition and exhibitor management formats and options for bringing buyers and sellers together, including suitability of
planning and operational components and industry networks
different formats for different types of exhibition current exhibition technology and equipment options legislation, regulations and industry codes that affect commercial exhibitions specific risk management issues for commercial exhibitions resource requirements for different exhibition components and activities, including financial, human and physical resources.
Exhibition may be:
trade consumer combination trade and consumer. organising committees industry bodies seller representatives.
Exhibition objectives may relate to:
industry exposure sponsor exposure numbers and ratios of buyers and sellers profile of buyers and sellers (e.g. balance between small and large, generalist and specialist, etc.) media coverage industry education dollar value of business completed.

Safety, risk and environmental issues may relate to:
access maximum numbers of exhibitors space requirements to avoid overcrowding waste management technical issues, including cabling and power sources food safety requirements and impact on space.
Criteria for the allocation of space may relate to:
exhibitor participation level required balance and variety of exhibitors sponsorship arrangements placement or proximity of equipment required by different exhibitors guidelines on proximity of exhibitors in direct competition exhibition layout themes or overall schemas. free flow prearranged appointments appointments made during exhibition period scheduled presentations, including plenary, workshops and carousel combination of different formats.

Format for buyer and seller interaction may be:
Exhibitor prospectus may include information on:
overall market context venue details and features marketing plans attendance expectations previous performance data participation costs, at different levels sample layouts and floor plans buyer and seller interaction format, such as free flow and prearranged appointments benefits of participation endorsements sponsor material or information support services, including travel and accommodation information on transport of materials and equipment.
Exhibitor support services may include:
travel accommodation assistance with additional promotions answering general enquiries providing updated information. venue details detailed floor plans access information delivery details for materials and equipment technical services information or contacts confirmation of travel or accommodation arrangements confirmation of buyer appointment schedules times of exhibitor presentations sponsor material or information.
Exhibitor kits may include:
Briefings and debriefings may include:
location and venue maps summary exhibition information and support materials emergency procedures, including emergency telephone
contacts.
Evaluation criteria may relate to:
exhibitor, buyer and sponsor feedback operational efficiency number of attending buyers venue service levels.

detailed knowledge of exhibition planning and operations demonstration of skills through management of an
exhibition.

access to venues for staging of exhibitions use of current information on which to base planning involvement of and interaction with stakeholders as part
of the planning process.
evaluation of exhibition plans and procedures developed case studies to assess candidate's ability to develop
by the candidate
approaches for a range of exhibition styles and contexts review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
CUS09 Music (Version 1.1) SITXEVT016A Organise and monitor event infrastructure
SITXEVT016A
Unit Descriptor
Organise and monitor event infrastructure

This unit describes the performance outcomes, skills and knowledge required to coordinate infrastructure and facilities for a complex event comprising multiple components, where these do not already exist at a venue or site. It therefore builds on other Events units, such as SITXEVT013A Manage event staging. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals managing events in any industry context. It is particularly relevant to the cultural, community, hospitality, sporting and tourism sectors. A complex event comprising multiple components must involve:
Many events take place at outdoor venues or at locations where infrastructure and facilities are minimal. Significant event operations knowledge combined with organisational and management skills are required to establish that infrastructure and make it operational. This role is undertaken by an event manager working autonomously, but in consultation with suppliers, colleagues and broader event stakeholders.
ELEMENT 1. Identify event infrastructure requirements.
Liaise with relevant authorities at the commencement of the event management cycle to ensure regulatory requirements are integrated into the planning process. Identify and analyse infrastructure and facility requirements based on a detailed review of all aspects of the proposed event and venue . Develop an accurate summary of infrastructure requirements for each event component in consultation with key stakeholders. Incorporate safety, security and risk management issues into all planning documentation and processes .
2. Establish and organise event infrastructure.
2.1 2.2 2.3 2.4 2.5 2.6
Identify and source appropriate infrastructure and facilities contractors. Provide accurate briefings to contractors in relation to infrastructure requirements, ensuring all safety, legal and technical requirements are covered. Obtain complete and timely quotations for the provision of event services. Analyse quotations and select contractors according to legal and licensing requirements and in consultation with key stakeholders. Involve relevant authorities in the planning process by providing relevant and timely information. Take account of stakeholder views in establishing infrastructure and facilities. Monitor progress with infrastructure and facilities through ongoing liaison with contractors. Identify the need for adjustments to infrastructure requirements and organise appropriate changes with confirmation in writing. Evaluate work completed against event requirements prior to event commencement and take appropriate corrective action where necessary.
3. Monitor event infrastructure.
3.1 3.2 3.3

analytical skills to plan and organise event infrastructure communication and negotiation skills to work with event contractors literacy skills to interpret a wide range of event management documentation numeracy skills to interrogate and interpret quotations for provision of event services.
roles and responsibilities of various organisations involved in staging of events infrastructure requirements for a range of event types, including issues and challenges terminology and services in key areas related to event infrastructure and facilities,
and suitability of infrastructure for different venues
including: temporary water and power supply portable and demountable toilets temporary structures, including marquees and demountables mobile catering outlets suppliers of services related to event infrastructure and sources of information on those suppliers risk management and safety issues to be considered for key areas of event staging Australian standards that relate to event operations.
Relevant authorities may include:
local government state or territory government police ambulance fire services. power supply water supply heating or air conditioning public toilets erection of temporary structures scaffolding emergency services car and coach parking transport systems camping sites or other temporary accommodation signage media services and impacts disabled access waste management. indoor outdoor established event location untested event location. access and crowd control weather and climate impacts protecting equipment traffic equipment failure power failure food safety issues. builders and building work electricians and electrical work plumbers and plumbing work gas fitters handling of hazardous materials forklift operations special effects.
Infrastructure and facility requirements may include:
Venue may be:
Safety, security and risk management issues may relate to:
Licensing requirements may relate to:
clients sponsors local residents organising committees local businesses potential and actual attendees business associations.

ability to organise and monitor infrastructure for an event knowledge of the issues that specifically impact on the
in a location with minimal existing facilities and services
organisation of events in venues without infrastructure, including requirements of relevant authorities, Australian standards and OHS regulations demonstration of skills through the organisation and monitoring of the infrastructure requirements for at least one event where the candidate plays a key management role.

access to venues and sites that require infrastructure access to all equipment required for the staging of a liaison with and involvement of suppliers and local
complex event authorities.
evaluation of the infrastructure through attendance at an review of documentation used to coordinate infrastructure
event managed by the candidate
prepared by the candidate questioning of contractors to assess the organisational skills of the candidate case studies to assess candidate's ability to determine infrastructure requirements for different events questions to assess candidate's knowledge of infrastructure services and terminology review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate.
SITXEVT012A Select event venues and sites. Assessing employability skills
CUS09 Music (Version 1.1) SITXEVT017A Provide on-site event management services
SITXEVT017A
Unit Descriptor
Provide on-site event management services

This unit describes the performance outcomes, skills and knowledge required to coordinate the final preparation and setup of a complex event comprising multiple components and to manage all aspects of the onsite operation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit applies to individuals managing events in any industry context, but it is particularly relevant to the cultural, community, hospitality, sporting and tourism sectors. A complex event comprising multiple components must involve:
On-site management of a complex event requires considerable organisational, communication, negotiation and problem-solving skills as well as detailed knowledge of the range of issues and challenges that impact on event operations. Those with managerial responsibility undertake this role.
ELEMENT 1. Prepare for on- site management.
Develop plans and procedures for on-site management based on assessment of overall event requirements. Analyse final arrangements for all aspects of the event and address any discrepancies or outstanding matters. Develop and collate materials to facilitate effective on-site management . Organise and provide accurate event briefings to operational staff and contractors prior to the event, including clarification of roles and responsibilities.
2. Oversee event set- up
2.1 2.2 2.3 2.4 2.5
Establish contact with relevant contractors at the appropriate time and reconfirm all requirements. Assess all aspects of event set-up against the prearranged operational agreements . Assess set-up to ensure appropriate access and safety issues have been addressed. Identify any deficiencies and discrepancies and take prompt action to negotiate any necessary adjustments with the appropriate contractor to rectify the situation. Brief any additional on- site staff on full details of the meeting or event operation, including communication and control mechanisms . Monitor event operation through observation and appropriate communication and control mechanisms . Identify and analyse operational problems or need for additional services as they arise and take prompt action to address. Liaise with the client throughout the event to ensure it is progressing to his or her satisfaction. Monitor and ensure effective delivery of services through ongoing liaison with contractors. Ensure event break-down is completed according to agreements. Debrief operational staff and contractors as required with view to future operational and service improvements. Check and sign accounts according to contractor agreements. Assess matters requiring post- event action and initiate relevant processes.
3. Monitor event operation.
3.1 3.2 3.3 3.4
4. Oversee event breakdown.
4.1 4.2 4.3 4.4
critical thinking skills to evaluate and assess event requirements for on-site management problem-solving skills to evaluate and address a wide range of unpredictable operational communication skills to lead, liaise and negotiate with a wide range of stakeholders on negotiation skills to allow for on-the-day negotiations where time constraints play a key literacy skills to interpret and develop potentially complex event documentation numeracy skills to address a range of operational and planning issues that may include
issues within tight time constraints
potentially complex and unpredictable operational issues factor
the need to manage the flow of a large number of people and work quickly and accurately with budget figures and estimates.
typical systems, procedures and logistics for on-site management, including: contractor communication mechanisms and protocols, including main liaison person
within a venue, hierarchy of control and walkie-talkie options operational control documents, such as running sheets and how they are used techniques for managing stress and time during the operation of an event detailed characteristics of written contractor documentation across a wide range of services, including venue, technical, catering and staging safety and risk issues associated with different types of event, such as movement of numbers of people and security issues in particular situations.
RANGE STATEMENT
Plans and procedures for on-site management may be related to:
registrations organising committee record-keeping and reporting special needs risk management crowd control event timings contractor communication.
Materials to facilitate effective on-site management may include:
running sheets copies of agreements with clients copies of agreements with all contractors contact numbers for all contractors contact numbers for emergency services briefing papers.
Event briefings may be:
face-to-face in writing on telephone.
Relevant contractors may include:
venues speakers and facilitators staging suppliers display suppliers caterers entertainers equipment hire companies. availability of materials and equipment room set-ups staging and technical equipment display and signage food and beverage arrangements registration areas. incorrect room set-ups incorrect staging faulty or unavailable technical equipment lack of equipment to manage displays and signage shortage of food and beverage inappropriate space in registration areas.
Prearranged operational agreements may relate to:
Deficiencies and discrepancies may include:
Communication and control mechanisms may include:
guidelines on hierarchy of control and associated regularity of updates to event managers specific performance indicators contingency plans. packing and removing items debriefing participants, exhibitors and contractors liaising with venue and site personnel.
reporting lines during the event
Event break-down may involve:

ability to manage the on-site operation of an event,
including all aspects of preparation, set-up, operation and move-out knowledge of the range of issues and problems that may arise during the conduct of meetings and events demonstration of skills in managing the on-site aspects of more than one complex event presence of commercially realistic time pressures related to the operation of an event. Assessment must ensure:
participation of a team of operational staff involved in involvement of suppliers of equipment and services realistic ratios of operational staff to participants, use of meeting and event operational documents and
delivering an event
delegates or guests equipment.
evaluation of the operational efficiency and service quality
at an event site-managed by the candidate evaluation of reports prepared by the candidate on the event management process, including the issues and challenges associated with delivering effective outcomes review of documentation, such as running sheets and other site management plans prepared by the candidate review of staff or supplier briefing documents and reconfirmation checklists prepared by the candidate written and oral questioning or interview to test knowledge of management procedures and systems, event documentation requirements and negotiating techniques review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate.
SITXMGT003A Manage projects.
CUS09 Music (Version 1.1) SITXEVT019A Manage multi-venue events
SITXEVT019A
Unit Descriptor
Manage multi-venue events

This unit deals with the performance outcomes, skills and knowledge required to develop strategies to manage an event across a number of venues. It focuses only on the additional knowledge and skills required in the context of cross-venue event operations. CULMS012A Plan event touring, is used more to reflect the skills required when the same event is toured to different venues. This unit contains employability skills.
This unit applies to individuals managing events in any industry context. It is particularly relevant in the cultural, community, hospitality, sporting and tourism sectors. Planning and management of an event using multiple venues or sites requires application of significant analytical and management skills, combined with a strong understanding of event management operational issues. This role is undertaken by an event manager working autonomously, often in consultation with an event organising committee.
ELEMENT 1. Assess and respond to planning and management implications for multivenue events.
Determine the potential impact of multi-venue operations through analysis of event scope and complexity . Analyse specific risks associated with multi-venue events . Integrate multi-venue considerations into broader event management structures and processes . Identify broad parameters for venue selection based on evaluation of overall event objectives. Incorporate specific multi-venue considerations into the venue or site selection process. Determine best combination of venues to meet event needs. Assess and respond to geographical factors arising from multi-venue operations. Evaluate need for consistency across venues and develop appropriate guidelines in consultation with venue personnel. Develop contingency and critical incident procedures for multi-venue operations. Develop clear and concise procedures and distribute to relevant venues.
2. Conduct multi-venue selection process.
2.1 2.2 2.3
3. Develop operational procedures to address multi-facility issues.
3.1 3.2 3.3 3.4
4. Address multi-facility communication requirements.
4.1 4.2 4.3
Assess inter-venue communication needs and determine most appropriate form of communication, using relevant technology. Organise relevant resources to achieve effective inter-venue cooperation. Develop and distribute communication protocols and procedures in consultation with venues. Evaluate multi-venue event operations in terms of efficiency, communication and service provision. Incorporate outcomes and learning into future event planning.
5. Evaluate multi-venue operations.
5.1 5.2
planning and organisational skills to develop practical operational procedures critical thinking skills to evaluate a range of complex information and develop operational
strategies and procedures communication and negotiation skills to work with multiple venue stakeholders contingency management skills to address operational issues across multiple venues literacy skills to interpret and develop complex documentation numeracy skills to assess budget impacts of multi-venue operations.
types of events that require the use of multiple venues, and implications of multi-event
operations on management structures, processes and procedures inter-venue communication options, including relevant technologies to suit particular event requirements risk management issues associated with the use of multiple venues for an event legal issues associated with the use of multiple venues for an event additional resource and staging requirements of a multi-venue event.
Potential impact of multi-venue operations may relate to:
human, financial and physical resources operational complexities safety management and operating structures.
Multi-venue operations may include:
sporting events festivals conferences. number of venues number of attendees degree of movement of people or equipment between number of different services to be provided at each
Event scope and complexity may relate to:
venues venue.
Specific risks associated with multi-venue events may include:
delays communication issues consistency of presentation and standards security complications crowd control expansion in number of contractors and associated management requirements.
Multi-venue considerations may relate to: Broader event management structures and processes may include:
distances between venues comparative venue standards and facilities distances from venues to other facilities.
overall event management structures specific event objectives budget human resources staging requirements factors external to the event. distance traffic routes terrain levels of congestion public transport services between venues.
Geographical factors may include:
Consistency across venues may relate to:
differing weather conditions waste management environmentally sensitive areas, such as forests and
national parks.
Contingency and critical incident procedures may relate to:
equipment breakdown traffic problems adverse weather event staff sickness internal and external delays to event.
Inter-venue communication might involve:
telephone systems computer networks two-way radios video links or videoconferencing.
Communication protocols and procedures may relate to:
lines of communication methods of communication time requirements.

ability to develop operational and communication
strategies and procedures for the management of events across a number of venues ability to select an appropriate set of venues for a multi-venue event detailed knowledge of management and operational issues to be addressed for a multi-venue event demonstration of skills through development of plans and procedures for at least one multi-venue event. Assessment must ensure:
access to multiple event venues involvement of and interaction with venue personnel to
establish appropriate operational and communication strategies and procedures use of current and complete venue information.
evaluation of plans and procedures developed by the case studies to assess candidate's ability to address
candidate to address multi-venue operations
multi-venue considerations for a range of different events questions to assess detailed knowledge of the operational issues to be addressed for a multi-venue event review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
SITXEVT012A Select event venues and sites. Assessing employability skills
CUS09 Music (Version 1.1) SITXFIN007A Manage physical assets
SITXFIN007A
Unit Descriptor
Manage physical assets

This unit describes the performance outcomes, skills and knowledge required to manage the physical assets of an organisation. It includes a focus on establishing strategies, systems and procedures for asset maintenance and monitoring, as well as financing asset acquisition. This unit contains employability skills.
This unit applies to mainstream managers who need to proactively plan and manage the acquisition and maintenance of physical assets in an industry context.
Cross-Sector- Finance Finance
ELEMENT 1. Develop strategies for systematic maintenance, repair and purchase of physical assets.
Develop strategies for managing physical assets that reflect overall business and marketing objectives of the organisation. Evaluate current and potential financial objectives and constraints in developing asset management strategies. Integrate all OHS requirements into physical asset management. Develop and maintain an accurate and current physical assets register as part of the asset management strategy. Incorporate maintenance and repair regimes that minimise disruption and loss of revenue and involve appropriate specialists. Integrate practices to support environmental sustainability into physical asset management practices. Establish and implement systems to ensure that the condition and performance of physical assets are regularly reported and discussed within the organisation. Establish and implement systems to identify timely replacement of physical assets. Make assessments of physical asset performance based on safety, operational efficiency, customer service quality and input from colleagues. Identify physical asset problems promptly and take appropriate action. Evaluate need for and access specialist assistance when required.
2. Monitor the condition and performance of physical assets in the workplace.
2.1 2.2 2.3 2.4 2.5
3. Coordinate financing of physical assets.
3.1 3.2 3.3 3.4 3.5 3.6
Prepare accurate work or equipment specifications to guide the acquisition process. Estimate acquisition costs based on evaluation of current, accurate and relevant data, including supplier quotations and estimates. Make appropriate decisions on the acquisition of physical assets according to organisation policies and procedures. Select methods of financing to meet current organisation financial objectives based on an analysis of internal and external factors. Implement the financing process in consultation with key stakeholders and appropriate financial specialists. Make and keep accurate records of all financial agreements and related documents.
critical thinking and analytical skills to evaluate complex information from varied sources
to develop strategic management approaches to physical assets planning and organisational skills to develop and implement complex and interrelated workplace procedures, systems and schedules for physical asset management literacy skills to interpret and develop a varied range of complex business documents numeracy skills to analyse and prepare a wide range of financial data, and to interpret estimates and financial agreements for physical asset acquisition. Required knowledge: The following knowledge must be assessed as part of this unit:
types of physical assets required by organisations in different work contexts maintenance requirements for different types of physical assets in the relevant industry
context features and benefits of different financing options for asset acquisition, including purchase, rent, lease and hire purchase features of an assets register and techniques for its development and maintenance overview of taxation arrangements in relation to the acquisition and disposal of physical assets specific legislation relevant to the management and maintenance of physical assets, such as that relevant to vehicles or food production equipment environmental standards and requirements in relation to different types of physical assets.
Physical assets may include:
buildings equipment fixtures, fittings and furniture vehicles gardens pools rides and games.
OHS requirements may relate to:
restrictions on who can undertake repairs regularity of maintenance required levels of usage.
Practices to support environmental sustainability may include:
use of particular consumables protocols for use of machinery minimising waste systems to reduce power use regular maintenance.
Systems to monitor condition and performance of physical assets may include:
integration of reporting into day-to-day operating
procedures regular management reports internal or external inspections and audits regular staff feedback analysis of maintenance costs over a period of time. tradespeople mechanics electronic specialists vendor support. information on general business context numbers of users or customers budget parameters operational constraints. quotations from suppliers current maintenance contracts published or advertised prices previous contracts and costs.
Specialist assistance may include:
Current, accurate and relevant data used for estimating costs may include:
Methods of financing may include:
hire purchase renting leasing purchase.

ability to plan for and manage the acquisition,
maintenance and replacement of physical assets for a small business, or section or department of a larger business understanding of financial and legal issues that affect the management of physical assets development of asset management strategies and financing arrangements for a specific business operation. Assessment must ensure:
use and application of current financial data and
regulations.
case studies to develop asset acquisition and
evaluation of industry projects conducted by the
maintenance strategies for nominated business situations
candidate to acquire assets or develop ongoing maintenance strategies oral or written questions to assess knowledge of financing options and relevant legislation review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
CUS09 Music (Version 1.1) SITXHRM004A Manage volunteers
SITXHRM004A
Unit Descriptor
Manage volunteers
This unit covers the performance outcomes skills and knowledge required to recruit and retain volunteers. This unit contains employability skills.
This unit applies to individuals working in any industry who need to manage volunteer involvement in business or community activities. It is particularly relevant in the community, cultural, sporting and tourism sectors where volunteers feature prominently as part of the workforce both as part of one-off events and ongoing industry activities. The unit applies to the whole process of volunteer management, including confirming need, establishing the recruitment program and monitoring implementation. It requires a range of critical thinking, communication and people management skills combined with sound knowledge of specific volunteer management issues. Individuals with managerial responsibility undertake this role.
CrossSector- Human Resource Management Human Resource Management
ELEMENT 1. Research, determine and define needs for volunteer involvement.
Determine and evaluate volunteer requirements based on analysis of relevant human resource information and consultation with relevant stakeholders. Assess benefits, costs and risks to the organisation or project of volunteer involvement. Establish and assess the requirements and impacts of relevant legislation and industry codes . Define overall volunteer roles according to specific organisational or project requirements. Develop appropriate position descriptions based on review of volunteer roles. Establish and incorporate volunteer rewards into the recruitment program. Communicate and delegate responsibility for volunteer coordination to relevant parties according to specific workplace requirements. Identify key target areas from which volunteers might be recruited.
2. Undertake volunteer recruitment.
2.1 2.2 2.3 2.4
3. Maximise volunteer retention.
3.1 3.2 3.3
Assist in developing a climate of recognition and support for volunteers through representation in the wider environment . Identify and incorporate individual requirements of volunteers into work role design. Arrange suitable induction and training for volunteers to ensure work roles, rights and responsibilities are clearly understood. Liaise with volunteers regularly to monitor experience from both organisation and volunteer perspective and identify any areas of concern. Identify and evaluate areas of concern and initiate follow-up action. Identify and incorporate consideration of volunteer social and other motivations in work design programs.
4. Ensure a positive experience for volunteers.
4.1 4.2 4.3
critical thinking skills to research and evaluate various aspects of volunteer recruitment communication and leadership skills to provide support to volunteers literacy skills to develop volunteer documentation, such as position descriptions numeracy skills to estimate numbers of volunteers.
and management
social, political, cultural and historical issues that affect volunteering contribution made by volunteers in the relevant industry or community sector, and more motivational patterns of volunteers benefits, costs and risks of using volunteers human resource management practices and principles as they apply to volunteer
broadly in Australian society
management, including: defining broad work roles and position descriptions recruitment methods training requirements relevant industrial awards and agreements links to broader organisational or project strategies insurance issues that impact on using a volunteer workforce features of legislation that impact on volunteer management, including equal employment opportunity (EEO), workplace relations, OHS and trade practices.
Human resource information may include:
organisational human resource plans operational plans event information.
Benefits, costs and risks may include:
financial community engagement community cultural development risks of using untrained or partially trained staff impact on the paid workforce. OHS consumer affairs EEO organisation articles of association professional association regulations company codes and guidelines. required knowledge skills and attributes responsibilities accountability commitment rewards reimbursement of costs uniform. free admittance to games, competitions or events free or discounted merchandise opportunities for social interaction community involvement skill development pathway to employment. past and present membership family and friends local community and community groups volunteer agencies unemployed people service organisations.
Relevant legislation and industry codes may include:
Position descriptions may include information on:
Volunteer rewards may include:
Target areas may include:
Representation in the wider environment may include:
providing input to organisation's overall human resource promoting the benefits and value of volunteers to
plan
colleagues.
Social and other motivations may relate to:
socialisation enjoyment loyalty desire to do something different support of family members and friends meet new people break from routine sense of involvement learn new skills increased self-esteem pathway to employment travel acknowledgment status.

knowledge of the specific issues that affect the evaluation of reports prepared by the candidate analysing ability to research, evaluate and implement a volunteer development and management of at least one volunteer
management of a volunteer workforce volunteer management case studies management program
program for a business or community activity.

project or work activities conducted over a period of time
to allow for ongoing monitoring aspects of managing volunteers to be assessed use of industry-current technology and documentation in the volunteer management process.
evaluation of volunteer programs established or run by questions to assess knowledge of specific issues
the candidate
associated with volunteer management review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
CUS09 Music (Version 1.1) SITXMPR001A Coordinate production of brochures and marketing materials
SITXMPR001A
Unit Descriptor
Coordinate production of brochures and marketing materials

This unit describes the performance outcomes, skills and knowledge required to coordinate the development of brochures and other marketing materials. It requires the ability to source information to be included; obtain production quotations; develop or outsource copy; and design, check and approve final content. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit contains employability skills.
This unit describes a complex sales and marketing skill for those working within the service industries and applies to the full range of industry sectors and environments. Brochures and marketing materials can be devised to promote any product, service or event; a group of products being cooperatively marketed; or even a whole city, region or tourist precinct. This unit does not include all the skills of a professional graphic designer or copywriter. Rather it reflects the more general skills needed by a large range of service industry personnel involved in sales and marketing activities. Frontline sales and marketing personnel who operate with some level of autonomy or under limited supervision and guidance from others would be responsible for coordinating the production of brochures and marketing materials. Managers and owner-operators of small businesses would also undertake this activity.
CrossSector- Marketing and Public Relations Marketing and Public Relations
ELEMENT 1. Plan the production of brochures and marketing materials.
1.2 1.3 2. Produce information for inclusion. 2.1 2.2 2.3
Plan for the production of brochures and marketing materials according to organisation objectives, marketing focus and other issues that impact on the production process. Consider factors in the planning of brochures. Create detailed action plans for the production process, including timelines, responsibilities and budget. Produce or obtain from the appropriate source accurate and complete information for inclusion . Present information in a clear and easily understood format. Present information in a culturally appropriate way.
3. Obtain quotations for artwork and printing as appropriate. 4. Develop final copy for brochures and marketing materials.
3.1 3.2 4.1 4.2 4.3 4.4 4.5
Provide accurate and complete specifications to quoting organisations within appropriate timeframe. Obtain comprehensive quotations with full details of potential variations to cost and conditions that may apply. Develop copy using basic creative writing techniques or outsource to sell the products presented. Produce copy that provides accurate practical and operational details. Present all costs accurately with notes about conditions that may apply. Present general conditions clearly and accurately according to organisation policy. Check all copy for accuracy prior to submission to internal or external art house or printers. Liaise with production house or responsible staff members in a manner that permits accurate monitoring of production schedule. Check and correct all production work as required. Re-check and gain approval of appropriate authority only when totally accurate. Approve artwork according to organisation guidelines prior to commencement of printing. Obtain and deliver brochures and marketing materials on schedule and establish contingency plans to allow for situations where timelines may be exceeded.
5. Coordinate the print production of brochures and marketing materials.
5.1 5.2 5.3 5.4 5.5
high-level literacy skills to create copy or check quality of outsourced copy, to interpret high-level verbal and written communication skills to explain complex requirements and high-level numeracy skills to calculate costs and quantities of materials to be produced,
quotations and conditions and to proofread all contents of draft materials specifications
sizing of layouts and components, and total size of final materials.
in-depth understanding of the objectives of the material and knowledge of the market for general awareness of potential of material for use on websites print production processes and terminology, including copy, film, artwork, 2-colour
which material is required
process, 4-colour process, final art, proofreading, bromide, print-ready, PDF file, author's corrections and transparencies printing and industry conventions in relation to placement of information, page numbering and copyright information quality indicators in brochure production, including readability, photographic quality, effective use of colour and spacing requirements current production technology creative writing techniques used for the content of brochures and other marketing materials procedures and requirements for preparation and proofing of material broad understanding of copyright laws and restrictions that apply to the inclusion of certain materials and content within brochures and other marketing materials procedures for copyright clearance of restricted materials.
Brochures and marketing materials may include:
product brochures destinational guides promotional flyers and leaflets conference programs and registration forms event prospectus display materials product support manuals advertising materials direct mail pieces invitations.
Factors that must be considered in the planning of brochures are:
objectives of the material market for which material is required review of competitive materials style and size of material accessibility issues, such as the need to provide materials in alternative formats time parameters available budget in-house production capabilities internal and external distribution considerations availability of required information legal requirements or restrictions. supplier information photos maps tariff details special offers or incentives advertisements sponsor messages logos. size number of colours type of paper number of photographs layout and style of text total number required conditions of contract production and delivery deadlines.
Information for inclusion may be:
Accurate and complete specifications must include:

coordination of all elements of development and
ability to produce materials that meet stated objectives,
production process for brochures and marketing material
provide current and accurate information and are free of errors knowledge and understanding of current production processes and terminology and copyright restrictions production of brochures and marketing materials within typical workplace time constraints that meet determined deadlines.

that the candidate has accessed a fully equipped office
environment using appropriate computers, printers, communication technology, information and software programs to facilitate the processes involved in coordinating the production of brochures and marketing materials access to an operation for which brochures and marketing materials would be developed, or access to comprehensive and sufficient information about that operation to allow the candidate to fully coordinate the production of actual brochures and marketing materials to meet a specified market need for a commercially realistic operation access to technology and materials for the production of brochures and marketing materials interaction with suppliers such as graphic designers, print production organisations and copywriters.
A range of assessment methods should be used to assess the practical skills and knowledge required to coordinate the production of brochures and marketing materials. The following examples are appropriate for this unit:
evaluation of brochures or other marketing materials written and oral questioning or interview to test
produced by the candidate
knowledge of brochure coordination and production processes, copyright laws and clearance procedures review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
SITXMGT006A Establish and conduct business SITXMPR004A Coordinate marketing activities. Assessing employability skills
relationships
CUS09 Music (Version 1.1) SRXFAC009B Plan, develop and commission facility development
SRXFAC009B
Unit Descriptor
Plan, develop and commission facility development

This unit has been developed for the Community Recreation, Fitness, Outdoor Recreation and Sport Industry Training Packages. This unit covers the knowledge and skills to establish the need and requirements for facility development and to plan and facilitate that development. Facility management
Unit Sector
ELEMENT 1. Commission improvements to a facility
1.3 1.4
Gather information and data from the monitoring of operations to indicate the need for an increase or decrease in specific facility areas Make recommendations for development of facilities and equipment to the appropriate person in a form suitable to their needs and response and within the specified time Analyse and evaluate the disruptions to the service in carrying out improvements and take measures to minimise inconvenience Ensure planned improvements bring the facility up to a standard suitable for its purpose and all relevant health and safety requirements Identify user groups and collect background information on their needs Establish user groups requirements for the facility using consultation mechanisms Consider service trends and developments and identify current or predicted obstacles and resources for the new facility Undertake negotiations with and between user groups and other levels of government to establish priorities for the physical requirements of the facility Record all relevant information and keep up-to-date Compare the results of the needs analysis with the aims, objectives, values and work environment required by the organisation to determine consistency Determine initial siting of the facility based on outcomes of the negotiations and estimate and propose the budget for the new facility
2. Establish the need for a new facility
2.1 2.2 2.3 2.4 2.5 2.6 2.7
3. Prepare a plan of the facility
3.1 3.2 3.3 3.4 3.5 3.6
Make decisions on the process to be followed for developing the facility Undertake negotiations with relevant bodies regarding the acquisition of resources Develop a financial plan for the facility taking into account financial constraints of user groups Seek funds for the facility (if necessary) Review initial requirements in light of the available funds and resources Identify and prepare requirements for tender and brief as required Base the brief on an analysis of need, constraints, available resources and policy Ensure that the brief identifies the optimum location for the facility, completion date and the purposes for which it will be used Demonstrate how the brief itemises all necessary requirements for the user group Ensure that the brief itemises any aspects of health and safety which will have to be addressed Demonstrate how the brief can be realised within available budgets and is acceptable to all interested parties Carry out negotiations with sensitivity and in a way likely to maintain the goodwill of all those involved while obtaining value for money for the organisation Agree on a time scale and budget for the completion of plans Correspond plans to the original brief with the constraints of budget and technical limitation Demonstrate how plans meet with the agreement of any interested parties and are consistent with recognised standards Ensure plans correspond to approved values and organisation policies and procedures Carry out joint work in a manner which optimises available time and resources and fosters a collaborative working relationship Ensure agreements reached include implementation plans at the necessary level of detail and are in line with known strategy Maintain records of negotiations and agreements that are accurate, complete, legible and pass on to the appropriate authority Obtain any planning and other required permissions necessary to carry out the work
4. Negotiate a design brief
4.1 4.2 4.3 4.4 4.5 4.6
5. Work with others to finalise plans
5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8
6. Support others in realising the plans
6.1 6.2 6.3 6.4 6.5
Review and agree upon a time scale for completion of the project with all those involved Establish and agree upon responsibilities for all aspects of the project Establish and agree on means of checking progress and dealing with contingencies Complete all aspects of project within own area of responsibility within schedule and budget Take the necessary remedial action promptly in the event of over-runs, overspends or departures from the original plans Determine management structures which are appropriate to the purpose and use of the facility Develop policy and procedures for the use of the facility in consultation with key user groups Undertake ongoing monitoring of the development process, consistent with agreed role of stakeholders, to ensure agreed user requirements are met Review the development process and outcomes at the completion of the facility Monitor the functionality of the facility regularly in consultation with key user groups Ensure the facility conforms to the original plans or variations approved by interested parties Raise any concerns over discrepancies with the supplier for clarification and explanation Ensure that the facility conforms to relevant standards and legislation Ensure the facility is only accepted when all conditions have been met
7. Develop management structures for the facility
7.1 7.2 8.1 8.2 8.3
8. Review and evaluate development of the facility
9. Check and approve the completed facility
9.1 9.2 9.3 9.4
KEY COMPETENCIES
Negotiating with relevant bodies regarding the acquisition of resources Collecting background information on identified user groups Planning the sequence of steps to finalise project Working with a range of people including contractors, local residents and user groups Calculating and monitoring budgets for project Dealing with budget/time over-runs Using a project management software package to track project
3 3 3 3 3 2 2
RANGE STATEMENT The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency:
Development of facilities
may include new major community facility small community centre renovation to existing facility or structure extensions to existing facility or structure sources surveys written/published material interviews or meetings State/Territory statutory requirements local laws, by - laws, ordinances and policy criteria for use and priority access fee structures opening hours to to
Information
Legislation
Organisation policies and procedures
Parties
be negotiated with suppliers architects planners potential users local residents engineers consultants managers work with suppliers architects planners potential users local residents managers
Physical requirements
storage layout loud/quiet areas wet/dry areas clean/dirty areas disabled access equipment specific to technical requirements of controlling bodies, eg, international/national sporting organisations
Process
order of tender/design/costing/approvals when/whether to appoint architects/builders government departments developers community groups management structure and auspice land building equipment
Relevant bodies
Requirements Resources
Siting of the facility
takes into consideration

local/regional facility transport routes topography nature of neighbourhood/facility users/clients organisation staff elected members other interested parties government departments
Stakeholders
Tenders and briefs
decisions on layout/allocation of funds in design process
involvement in selection for brief and tender
Work environment
varies with respect to size of the organisation location organisation structure nature of the service provided resources available
EVIDENCE GUIDE The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements. Critical aspects of evidence to be considered Assessment must confirm sufficient knowledge of
processes involved in establishing the need for facilities and in planning and developing plans for facilities Assessment of performance should be over a period of time covering one category of facility development and all relevant associated categories from the remaining Range Statements that are applicable in the learners environment In particular, assessment must confirm the ability to determine user group needs and trends within the industry negotiate design briefs develop a tender brief cost a tender brief liaise with all relevant stakeholders establish budgets for the facility development respond to overspends and over - runs check completed work
This unit must be assessed after attainment of
Interdependent assessment of units
competency in the following unit(s) SRXRES005B Achieve an efficient use of resources This unit must be assessed in conjunction with the following unit(s) Nil For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s) Nil
Required knowledge and skills
Required knowledge User group needs and techniques to identify and
determine them Current service trends and developments Organisation strategic plan, aims and objectives Organisation priorities Organisation financial plan and methods of estimating costs Facility management Tender legislation and regulations, contractual obligations and relevant legislation Methods to develop and cost a brief Current recognised standards in relation to recreational facilities and sources of information on relevant national standards Methods of monitoring and evaluating progress Methods of establishing budgets within technical restraints and to work within allocated budgets and time scales Remedial action in the case of over - runs and overspends Required skills Consulting with various representatives Identification of sources of conflict and application of methods to overcome these Negotiation with stakeholders Ability to develop realistic action plans Mathematical assessment of tenders and budget Monitoring and assessing/reviewing Realistic and equitable allocation of responsibilities
Resource implications Physical resources - assessment of this competency
requires access to a work environment requiring facility development Human resources - assessment of this unit of competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) should be competent in this unit but preferably be competent in the unit at the level above be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area have attained the National Competency Standards for Assessment: BSZ401A, BSZ402A and BSZ403A
Consistency in performance
Due to issues such as dealing with the complexity of
planning a facility, this unit of competency must be assessed over a period of time in order to ensure consistency of performance over the Range Statements and contexts applicable to establishing the need and requirements for facility development and planning and facilitating that development
Context for assessment
This unit of competency must be assessed in the context
of a sport or recreation facility. For valid and reliable assessment the sport or recreation facility should closely replicate those found in the work environment. The facility should be safe with the hazards, circumstances and equipment likely to be encountered in a real workplace Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on required knowledge and skills and consideration of required attitudes Where performance is not directly observed and/or is required to be demonstrated over a "period of time" and/or in a "number of locations", any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
CUS09 Music (Version 1.1) TAAASS401C Plan and organise assessment
TAAASS401C
Unit Descriptor
Plan and organise assessment

This unit specifies the competence required to plan and organise the assessment process, including recognition of prior learning (RPL), in a competencybased assessment system This unit contains employability skills.
This unit addresses the competence of planning the assessment process and making the organisational arrangements which enable assessment to occur. It includes assessments carried out as part of a Recognition of Prior Learning Process (RPL) or as part of a learning and assessment pathway. The critical focus of this unit is on developing an assessment plan that will be used to guide assessor/s in conducting competency-based assessments. The unit also covers contextualisation of the assessment benchmarks and assessment tools to address the environment in which assessment will take place and organising the human, material and physical resources needed to conduct the assessment. This competence applies to planning and organising an assessment process, including RPL which may involve single or multiple candidates being assessed against individual or multiple unit/s of competency. The planning function in assessment is distinguished as a discrete activity and may be undertaken by the assessor responsible for assessing the candidates reflected in the assessment plan or by another person in the organisation. This competence is to be applied in the context of an existing assessment strategy which documents the overall framework for assessment at a qualification level. In this context, the assessment plan adds further detail relating to the specific organisational arrangements for assessment/s, including RPL against individual unit/s of competency. The competence of developing an assessment strategy is separately addressed in two other units of the TAA04 Training and Assessment Training Package: TAADES501B Design and develop learning strategies (in a learning and assessment pathway) and TAAASS501B Lead and co-ordinate assessment systems and services (in an assessment only pathway). The achievement of this unit includes interpretation of competency standards, (where competency standards are used as the benchmarks for assessment). TAADES401B Use Training Packages to meet client needs addresses this skill in depth. The competence specified in this unit is typically required by assessors, workplace supervisors with assessment planning responsibilities, trainers or other assessors responsible for planning assessment, including RPL.
Unit Sector
Assessment
ELEMENT 1. Determine the approach for assessment
1.2 1.3 1.4 2. Prepare the assessment/ RPL plan 2.1
Candidate/s are identified/confirmed and the purpose/s and context of assessment/RPL are established/ confirmed with relevant people in accordance with legal/organisational/ethical requirements A decision is made whether assessment will be undertaken within an RPL, a learning and assessment pathway or a combined approach. The assessment strategy is accessed and used to guide the development of the assessment plan, where applicable The benchmarks for assessment/ RPL are identified/confirmed and accessed The assessment benchmarks are interpreted to determine the e vidence and types of evidence needed to demonstrate competency in accordance with the rules of evidence Where competency standards are used as benchmarks , all component parts of the competency standards, are addressed in defining and documenting the evidence to be collected Any related documentation to support planning the assessment process is accessed and interpreted Assessment/RPL methods and assessment tools are selected/confirmed which address the evidence to be collected in accordance with the principles of assessment Specific material and physical resources required to collect evidence are identified and documented Roles and responsibilities of all people involved in the assessment process are clarified, agreed and documented Timelines and time periods for evidence collection are determined and all information to be included in the assessment plan is documented The assessment/RPL plan is confirmed with relevant personnel
2.2
2.3 2.4 2.5 2.6 2.7 2.8
3. Contextualise and review assessment/ RPL plan
3.1 3.2
3.3
3.4 3.5
3.6
Characteristics of the candidate/s and any allowances for reasonable adjustments and/or specific needs are identified/clarified with relevant people and documented Where required, competency standards are contextualised, to reflect the operating environment in which assessment will occur, in accordance with contextualisation guidelines Selected assessment methods and assessment tools are examined and adjusted, where required, to ensure continuing applicability taking into account: 3.3.1 any contextualisation of competency standards 3.3.2 reasonable adjustment/s, where identified 3.3.3 integration of assessment activities, where appropriate and practical 3.3.4 capacity to support RPL Adjusted assessment tools are reviewed to ensure the specifications of the competency standards are still addressed The assessment plan is updated, as needed, to reflect ongoing contextualisation needs, any changes in organisational resource requirements or changes in response to the conduct of assessment Assessment plan/s are stored and retrieved in accordance with assessment system policies and procedures and legal/organisational/ethical requirements Identified material and physical resource requirements are arranged in accordance with assessment system policies and procedures and legal/organisational/ethical requirements Any s pecialist support required for assessment/ RPL is organised and arranged in accordance with organisational/ethical/legal requirements, where required Roles and responsibilities of all people involved in the assessment/ RPL process are organised Effective communication strategies are established to encourage regular communication flow and feedback with relevant people involved in the assessment/RPL process Assessment/ RPL record keeping and reporting arrangements are confirmed
4. Organise assessment/ RPL arrangements
4.1
4.2 4.3 4.4 4.5
Required skills
cognitive interpretation skills to: accurately interpret competency standards and other assessment documentation identify opportunities for integrated competency assessment contextualise competency standards to the operating assessment environment, observation skills to: assess the effectiveness of the organisation's assessment, including RPL operations identify where improvement to the assessment process can be made identify where improvement to RPL policy and procedures can be made technology skills to: use appropriate equipment and software to communicate effectively with others research and evaluation skills to: obtain competency standards and other assessment information, assessment tools sort information
including RPL
and other relevant assessment resources research candidate characteristics and any reasonable adjustment needs identify and confirm required material and physical resources evaluate feedback, and determine and implement improvements to processes make recommendations planning skills relating to formulation of the assessment plan organisational skills relating to organising resources required literacy skills to: read and interpret relevant information to design and facilitate assessment and recognition processes prepare required documentation and information for those involved in assessment processes communication skills to: discuss assessment, including RPL processes with clients and assessors establish professional relationships and networks sensitivity to access and equity considerations and candidate diversity

capacity to promote and implement equity, fairness, validity, reliability and flexibility in planning an assessment process Required knowledge
competency-based assessment: work focused, criterion referenced, standards-based, the different purposes of assessment and different assessment contexts, including RPL. how to read and interpret the identified competency standards as the benchmarks for how to contextualise competency standards within relevant guidelines the four principles of assessment and how they guide the assessment process what is evidence and different types of evidence used in competency-based the four rules of evidence and how they guide evidence collection different types of assessment methods, including suitability for collecting various types of
evidence-based assessment
assessments, including RPL
evidence assessment tools and their purpose; different types of tools; relevance of different tools for specific evidence gathering opportunities
where to source other relevant assessment information and how to incorporate this into the principles of inclusivity, and strategies for reasonable adjustment, without sources and types of specialist support to candidates methodologies suitable for reviewing assessment tools the assessment system policies and procedures established by the industry and/or the RPL policies and procedures established by the organisation risks and requirements associated with different assessment applications in various
different resource requirements for assessment and associated costs the plan
compromise to the competency standards
organisation
contexts, including: capacities of assessors at higher AQF levels when linked to licensing legal implications of assessing competence the relevant organisational/legal/ethical requirements impacting on the planning and organisation of assessment, as set out in the Range Statement of the relevant competency standards other relevant policy, legislation, codes of practice and national standards including national Commonwealth and state/territory legislation for example: copyright and privacy laws in terms of electronic technology security of information plagiarism licensing requirements anti-discrimination including equal opportunity, racial vilification and disability discrimination workplace relations industrial awards/enterprise agreements OHS responsibilities associated with planning and organising assessment, such as: hazards commonly found, and preferred risk controls for the specific assessment environment OHS procedures to be observed in the assessment process safe use and maintenance of relevant equipment sources of OHS information
Purpose/s of assessment may include:
recognise current existing competence of candidate/s determine if competence has been achieved following establish candidate/s progress towards achievement of determine language, literacy, numeracy needs of
learning
competence
candidates/s certify competence through a Statement of Attainment establish progress towards a qualification determine training gaps of candidate/s measure work performance classify employees/support career progression meet organisational requirements for work - operate equipment/develop new skills licensing or regulatory requirements
Context of assessment / RPL may include:
as part of the enrolment process the environment in which the assessment/RPL will be opportunities for collecting evidence in a number of relationship between competency standards and
carried out, including real work/simulation situations
evidence to support recognition of prior learning who carries out the assessment/RPL relationships between competency standards and work activities in the candidate's workplace relationships between competency standards and learning activities auspicing and partnership arrangements the period of time during which the assessment takes place apportionment of costs/fees, if applicable quality assurance mechanisms individual unit or integrated approaches to competency assessment/RPL
Relevant people must include:
the candidate/s the assessor/s responsible for conducting the
assessment/RPL, which may be self or other assessors
the client, company or organisation team leaders, managers, supervisors delivery personnel technical/subject experts training and assessment coordinators RPL coordinators industry regulators employee and employer representatives members of professional associations Commonwealth department official/Centrelink personnel/caseworker Australian Apprenticeship Centre (AAC) personnel
assessment system policies and procedures assessment strategy requirements reporting, recording and retrieval systems for
Legal/organisational/ethical requirements may include:
assessment, including RPL quality assurance systems business and performance plans access and equity policies and procedures collaborative/partnership arrangements defined resource parameters mutual recognition arrangements industrial relations systems and processes, awards/enterprise agreements Australian Quality Training Framework (AQTF2007) registration scope human resources policies/procedures legal requirements including anti-discrimination, equal employment, job role/responsibilities/conditions relevant industry codes of practice confidentiality and privacy requirements OHS considerations, including: ensuring OHS requirements are adhered to during the assessment process identifying and reporting OHS hazards and concerns to relevant personnel
The assessment strategy is a documented framework to guide and structure assessment arrangements for a vocational education and training qualification. In a learning and assessment pathway it is addressed as part of the learning strategy. In an assessment only pathway it is a separate document. The assessment strategy may encompass:
the identification of the competency standards forming the interpretation of the packaging rules of the qualification,
qualification and
where part of a Training Package interpretation of the competency standards as the benchmarks for assessment application of Training Package Assessment Guidelines, where part of a Training Package arrangements for RPL, including provision of guidance and assistance to candidates in gathering and evaluating evidence determination of assessment methods for identified competency standards selection of assessment tools for identified competency standards organisational arrangements for assessment, including physical and human resources, roles and responsibilities and partnership arrangements (where relevant) nominated quality assurance mechanisms identified risk management strategies
Benchmark/s for assessment/ RPL refers to:
the criterion against which the candidate is assessed or
prior learning recognised which, may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, product specifications
Evidence is:
material collected which, when matched against the
specifications in the competency standards, provides proof of competency achievement
Types of evidence may include:
direct, e.g. observation of work activities under
real/simulated work conditions, examples of work products indirect, e.g. third party reports from a range of sources supplementary, e.g. question and answer, work records, training records, portfolios candidate gathered evidence assessor gathered evidence current/recent/historical combination of above
The rules of evidence guide the evidence collection process to ensure evidence is:
valid, for example: address the elements and Performance Criteria reflect the skills and knowledge described in the
relevant unit/s of competency show application in the context described in the Range Statement demonstrate performance skills and knowledge are applied in real/simulated workplace situations current, for example: demonstrate the candidate's current skills and knowledge comply with current standards sufficient, for example: demonstrate competence over a period of time demonstrate repeatable competence not inflate the language, literacy and numeracy requirements beyond those required in performing the work task authentic, for example: be the work of the candidate be corroborated/verified Elements Performance Criteria Employability Skills Range Statement including advice on: range of contexts/conditions to be met in assessment aspects of the Performance Criteria that can be contextualised information which adds definition to support assessment links to knowledge and skills underpinning language, literacy and numeracy requirements Evidence Guide requirements, including: underpinning/required knowledge underpinning/required skills and attributes underpinning language, literacy and numeracy requirements critical aspects of evidence to be considered/quality evidence requirements concurrent assessment and interdependence of units assessment methods/resources/context dimensions of competency, which include: task skills task management skills contingency management skills job role/environment skills requirements set out in the Assessment Guidelines of the relevant Training Package/s

All component parts of the competency standards refers to:
Related documentation may include:
information from the competency standards about the
resources required for assessment, the assessment context, appropriate assessment methods assessment activities identified in accredited modules derived from the relevant competency standards assessment activities in Support Materials related to the relevant competency standards RPL policy and procedures any requirements of OHS, legislation, codes of practice, standards and guidelines indicators and levels of competence of the National Reporting System organisational requirements for demonstration of work performance product specifications direct observation, for example: real work/real time activities at the workplace work activities in a simulated workplace environment
Assessment/RPL methods are the particular techniques used to gather different types of evidence and may include:
structured assessment activities, for example: simulation exercises/role-plays projects assignments presentations activity sheets questioning, for example: written questions, e.g. on a computer interviews self-assessment verbal questioning questionnaires oral/written examinations (for higher AQF levels portfolios, for example: collections of work samples by the candidate product with supporting documentation historical evidence journal/log book information about life experience review of products, for example: products as a result of a project work samples/products third party feedback, for example: testimonials/reports from employers/supervisors evidence of training authenticated prior achievements interview with employer, supervisor, peers the instruments developed from the selected assessment
methods to be used for gathering evidence such as: a profile of acceptable performance measures templates/proformas specific questions or activities evidence/observation checklists checklists for the evaluation of work samples candidate self-assessment materials
Assessment tools contain:
the procedures, information and instructions for the
assessor/candidate relating to the use of assessment instruments and assessment conditions
Selected/confirmed means:
selected on the basis that they are suitable and effective
in collecting the evidence in light of the purpose and context confirmed in accordance with the assessment strategy, where appropriate

Principles of assessment are:
fairness flexibility reliability validity
Material and physical resources may include:
documents required for the assessors and candidates,
including competency standards and assessment tools plant and equipment technology personal protective equipment venues for assessment adaptive technologies physical adjustments to assessment environment
Assessment/RPL plan is the overall planning document for the assessment process and may include:
the purpose and aims of the assessment the context of assessment/RPL relevant competency standards to be used as the other assessment information/documentation identified as identified personnel identified assessment methods and assessment tools possibilities for clustering units of competency for identified OHS hazards, including assessed risks and material and/or physical resources required organisational arrangements for conducting OHS reporting requirements any special assessment needs, e.g. personal protective outline of assessment milestones, time lines and target candidate self-assessment procedures connections to relevant organisational plans, polices and
benchmarks for assessment/RPL relevant
assessment purposes control strategies assessment/RPL
equipment requirements dates
procedures
self in such contexts as one-person/small training and/or lead assessor training and/or assessment supervisor/coordinator training and/or assessment manager
assessment organisation
Characteristics of the candidate/s may include:
level of work experience level and experiences of previous learning and motivation for assessment - personal/organisational English language, literacy and/or numeracy levels/needs physical impairment or disability involving hearing, vision, intellectual impairment or disability medical condition such as arthritis, epilepsy, diabetes,
assessment
voice, mobility
asthma that is not obvious but may impact on assessment differences in learning progress psychiatric or psychological disability religious and spiritual observances cultural background images/perceptions age gender
Reasonable adjustments and/or specific needs must not compromise the integrity of the competency standards and may include:
adjustments to the assessment process taking into
account candidate's language, literacy, numeracy requirements provision of personal support services, for example, reader, interpreter, attendant carer, scribe, member of community in attendance use of adaptive technology or special equipment flexible assessment sessions to allow for fatigue or administering of medication format of assessment materials, for example, in braille, first language, use of audiotape/videotape adjustments to the physical environment or venue revising proposed assessment methods/tools considerations relating to age and/or gender, considerations relating to cultural beliefs, traditional practices, religious observances
Contextualised means:
to change the wording of some component parts of the
competency standard to reflect the immediate operating environment
Contextualisation guidelines relate to:
DEST Guidelines on Training Package Contextualisation relevant Training Package contextualisation guidelines
Reasonable adjustments and/or specific needs must not compromise the integrity of the competency standards and may include:
account candidate's language, literacy, numeracy requirements provision of personal support services, for example, reader, interpreter, attendant carer, scribe, member of community in attendance use of adaptive technology or special equipment flexible assessment sessions to allow for fatigue or administering of medication format of assessment materials, for example, in braille, first language, use of audiotape/videotape adjustments to the physical environment or venue revising proposed assessment methods/tools considerations relating to age and/or gender, considerations relating to cultural beliefs, traditional practices, religious observances
Recognition of prior learning is defined as:
an assessment process that assesses an individual's
non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to and/or partial or total completion of a qualification.
Assessment system policies and procedures may include:
candidate selection rationale and purpose of competency-based assessment assessment records/data management/information recognition of current competency/recognition of prior
management
learning/credit arrangements assessors - needs, qualifications, maintaining currency assessment reporting procedures assessment appeals candidate grievances/complaints validation evaluation/internal audit costs/resourcing access and equity/reasonable adjustment partnership arrangements links with human resource or industrial relations systems links with overall quality management system
Specialist support may include:
assistance by third party - carer, interpreter development of online assessment activities support for remote or isolated candidates and/or
assessors support from subject matter or safety experts advice from regulatory authorities assessment teams/panels support from lead assessors advice from policy development experts
Communication strategies may include:
interviews (face-to-face or telephone) email, memos and correspondence meetings video conferencing/e-based learning focus groups email, memos and correspondence meetings video conferencing/e-based learning focus groups
To demonstrate competence against this unit, candidates must be able to provide evidence that they have developed an assessment plan and organised the material resources and personnel to support the assessment process. The evidence provided must describe how the purpose of assessment was identified; contain structured plans that detail the selection/confirmation of assessment methods and tools, and assessment environments; include appropriate communication strategies with relevant people regarding the assessment process; outline resource requirements and special assistance required throughout the assessment process; and include recording and reporting requirements.
Products that could be used as evidence include:
assessment plans modified/adjusted assessment tools to allow for specific contextualised competency standards documentation of consultations with clients and other
needs
stakeholders regarding the assessment purpose and context
Processes that could be used as evidence include:
how competency standards and other documents were
interpreted how assessment activities were scheduled how RPL is incorporated in the assessment process how resources were identified and obtained how communication systems were used to include relevant stakeholders in the planning process how assistance was sought from individuals providing specialist support

Resource implications for assessment include:
access to relevant Training Package/s access to assessment materials and tools access to other relevant assessment information access to suitable assessment venue/equipment access to RPL policy and procedures workplace documentation cost/time considerations personnel requirements
The collection of quality evidence requires that:
assessment must address the scope of this unit and
assessment must address the scope of this unit and reflect all components of the unit, i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills a range of appropriate assessment methods/evidence gathering techniques is used to determine competency, including RPL. evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice evidence collected must relate to at least one RPL assessment assessment meets the rules of evidence a judgement of competence should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrate
Specific evidence requirements must include:
evidence of planning and organising the assessment
process on a minimum of two occasions. The evidence collected must: address the provision of documented assessment plans cover a range of assessment events cater for a number of candidates relate to different competency standards or accredited curricula address an RPL assessment involve the contextualisation of competency standards and the selected assessment tools, where required incorporate consideration of reasonable adjustment strategies include organisational arrangements
Integrated assessment means that:
this unit can be assessed alone or as part of an
integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to: TAAASS402C Assess competence TAAASS403B Develop assessment tools TAAASS404B Participate in assessment validation TAADES401B Use Training Packages to meet client needs
CUS09 Music (Version 1.1) TAAASS402C Assess competence
TAAASS402C
Unit Descriptor
Assess competence
This unit specifies the competence required to assess the competence of a candidate. This unit contains employability skills.
This unit addresses the competence of conducting competency assessment in accordance with a developed assessment plan. It includes assessment for recognition of prior learning (RPL) or as part of a learning and assessment pathway. The critical focus of this unit is on interpreting the collected evidence and making a judgement of competence against the specified competency standards by applying the principles of assessment and rules of evidence. This unit also covers demonstration of the professional relationship between assessor and candidate/s and the skills needed to support this relationship. The achievement of this unit includes interpretation of competency standards, (where competency standards are used as the benchmarks for assessment). TAADES401B Use Training Packages to meet client needs addresses this skill in depth. This unit does not address the development of an assessment/RPL plan or organisation of required resources for assessment/RPL, which is addressed in TAAASS401C Plan and organise assessment. The competence specified in this unit is typically required by assessors.
Unit Sector
Assessment
ELEMENT
1. Establish and maintain the 1.1 assessment environment 1.2
1.3
1.4
The assessment/RPL plan is interpreted and assessment system policies and proceduresand organisational/ legal/ethical requirements for conducting assessment are confirmed with relevant people The relevant benchmarks for assessment/RPL and nominated assessment tools are accessed and interpreted to confirm the evidence to be collected and how it is to be collected Details of the assessment/RPL plan and the assessment process are explained, discussed and clarified with the candidate including opportunities for assessment, reasonable adjustment, re-assessment and appeals Proposed changes to the assessment process are negotiated and agreed with the candidate, where relevant
2. Gather quality evidence
2.1
2.2 2.3 2.4 2.5
The assessment/RPL plan is followed to guide the conduct of assessment and assessment methods and assessment tools are used to gather, organise and document evidence in a format suitable for determining competence The principles of assessment and rules of evidence are applied in gathering quality evidence Opportunities for evidence gathering in work activities/simulated work activities are determined with the candidate and relevant personnel Opportunities for integrated assessment activities/RPL are identified and assessment tools are modified, where required Identified assessment/RPL system policies and procedures and organisational/legal/ethical and requirements for assessment are addressed Candidates are guided in gathering their own evidence to support recognition of prior learning Appropriate communication and interpersonal skills are used to develop a professional relationship with the candidate which reflects sensitivity to individualdifferences and enables two-way feedback Decisions on reasonable adjustment/s, where applicable, are made with the candidate, based on candidate's needs and characteristics Reasonable adjustments must maintain the integrity of the relevant competency standards and provide balanced application of the principles of assessment and rules of evidence Specialist support is accessed, where required, in accordance with the assessment plan Any occupational health and safety (OHS) risk to person or equipment is addressed immediately
3. Support the candidate
3.1 3.2
3.3 3.4
3.5 3.6
4. Make the assessment decision
4.1 4.2
4.3 4.4 4.5
Limitations in obtaining and evaluating quality evidence are identified and assistance is sought, where required, from relevant people Collected evidence is examined and evaluated to ensure that it reflects the evidence required to demonstrate competency and which: 4.2.1 encompasses all component parts of the competency standards and the dimensions of competency (where competency standards are the benchmarks for assessment/RPL) 4.2.2 addresses other relateddocumentation 4.2.3 complies with the rules of evidence Judgement is used to infer whether competence has been demonstrated, based on the available evidence Relevant assessment, including RPL, system policies and procedures and organisational/legal/ethical considerations are addressed in making the assessment decision Clear and constructive feedback is provided to the candidate regarding the assessment decision and a follow-up action plan is developed, where required Assessment/RPL outcomes are recorded promptly and accurately in accordance with assessment/RPL, system policies and procedures and organisational/legal/ethical requirements An assessment report is completed and processed in accordance with assessment system policies and procedures and organisational/legal/ethical requirements Recommendations for follow up action are submitted to relevant people, where required Other relevant parties are informed of the assessment decision where required, and in accordance with confidentiality conventions The assessment/RPL process is reviewed against criteria in consultation with relevant people to improve and modify future assessment practice The review is documented and recorded in accordance with relevant assessment system policies and procedures and organisational/ legal/ethical requirements Reflection skills are used to review and self-evaluate assessment practice
5. Record and report the assessment decision
5.1
5.2 5.3 5.4
6. Review the assessment process
6.1 6.2 6.3
Required skills:
analysis and interpretation skills to: unpack competency standards interpret assessment tools and other assessment information, including those used in identify candidate needs make judgements based on assessing available evidence
RPL
observation skills to: recognise candidate prior learning determine candidate readiness for assessment observe candidate performance identify when candidate may need assistance throughout the assessment processes research and evaluation skills to: access required human and material resources for assessment access assessment system policies and procedures access RPL policies and procedures evaluate evidence evaluate the assessment process cognitive skills to: weigh up the evidence and make a judgement consider and recommend reasonable adjustments decision making skills to: recognise a candidate's prior learning make a decision on a candidate's competence literacy skills to: read and interpret relevant information to conduct assessment prepare required documentation and records/reports of assessment outcomes in communications/interpersonal skills to: explain the assessment, including RPL process to the candidate give clear and precise instructions ask effective questions provide clarification discuss process with other relevant people give appropriate feedback to the candidate discuss assessment outcome with the candidate using language appropriate to the candidate and assessment environment establish a working relationship with the candidate attributes including: a willingness to guide and support candidates capacity to encourage, accept and utilise feedback sensitivity to individual difference and need ethical conduct in assessment
required format
Required knowledge:
competency-based assessment covering: vocational education and training as a competency-based system assessment is criterion referenced/distinction to norm referenced assessment criterion used in national VET is endorsed or accredited competency standards
defining specifications for performance of work/work functions and skills/knowledge
reporting of competency-based assessment competency standards as the basis of qualifications the principles of competency-based assessment the structure and application of competency standards what are the principles of assessment and how are they applied (validity, reliability, fairness, flexibility) what are the rules of evidence and how are they applied (valid, authentic, sufficient, current) the range of assessment purposes and assessment contexts, including RPL different types of assessment methods, including suitability for gathering various types of evidence; suitability for content of units; resource requirements and associated costs what are reasonable adjustments/when are they applicable/not applicable basic evaluation methodologies suitable for reviewing personal assessment practice types and forms of evidence, including assessment tools that are relevant to gathering different types of evidence used in competency-based assessments, including RPL practical knowledge of the potential barriers and processes relating to assessment tools and methods the assessment system and assessment policies and procedures established by the industry, organisation or training authority the RPL polices and procedures established by the organisation cultural sensitivity and equity considerations relevant policy, legislation, codes of practice and national standards including national Commonwealth and state/territory legislation for example: copyright and privacy laws in terms of electronic technology security of information plagiarism Training Packages/competency standards licensing requirements industry/workplace requirements duty of care under common law recording information and confidentiality requirements anti-discrimination including equal opportunity, racial vilification and disability discrimination workplace relations industrial awards/enterprise agreements OHS responsibilities associated with assessing competence such as: requirements for reporting hazards and incidents emergency procedures and procedures for use of relevant personal protective equipment safe use and maintenance of relevant equipment sources of OHS information

An assessment/RPL plan is the overall planning document for the assessment process and may include:
the purpose and aims of the assessment, including RPL the context of assessment identified personnel relevant competency standards and other assessment documentation relationship with RPL policy and procedures evidence plan identified assessment methods and assessment tools possibilities for clustering units of competency for assessment purposes identified OHS hazards, including assessed risks and control strategies material/physical resources required organisational arrangements for conducting assessment OHS reporting requirements any special assessment needs, e.g. personal protective equipment requirements outline of assessment milestones, time lines and target dates candidate self-assessment procedures connections to relevant organisational plans, polices and procedures
Assessment system policies and procedures may include:
candidate selection rational and purpose of competency-based assessment assessment records/data management/information
management recognition of prior learning recognition of credit transfer arrangements assessors - needs, qualifications, maintaining currency assessment reporting procedures assessment appeals candidate grievances/complaints validation evaluation/internal audit costs/resourcing access and equity/reasonable adjustment partnership arrangements links with human resource or industrial relations systems links with overall quality management system
Organisational/legal/ethical requirements may include:
assessment system policies and procedures Recognition of prior learning policies and procedures reporting, recording and retrieval systems for assessment licensing/legal ramifications of assessing competence requirements of training and/or assessment organisations relating to assessment and validation quality assurance systems business and performance plans collaborative/partnership arrangements policies, procedures and programs defined resource parameters mutual recognition arrangements industrial relations systems and processes, awards/enterprise agreements Australian Quality Training Framework (AQTF2007) Standards for Registered Training Organisations (RTOs), registration scope human resources policies/procedures legal requirements including anti-discrimination, equal employment, job role/responsibilities/conditions relevant industry codes of practice confidentiality and privacy requirements of information relating to completed assessments OHS considerations, including: ensuring OHS requirements are adhered to during the assessment process identifying and reporting OHS hazards and concerns to relevant personnel
the candidate/s other assessors the client, company or organisation team leaders, managers, supervisors trainers/facilitators RTO coordinators technical/subject experts training and assessment coordinators industry regulators employee and employer representatives members of professional associations Commonwealth department official/Centrelink staff/caseworker Australian Apprenticeship Centre (AAC) personnel
the criterion against which the candidate is assessed
Benchmark/s for assessment/RPL refers to:
which, may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, product specifications
Assessment tools contain both the instrument and the procedures for gathering and interpreting evidence in accordance with designated assessment methods and may include:
the instruments to be used for gathering evidence such
as: a profile of acceptable performance measures templates/proformas specific questions or activities evidence/observation checklists checklists for the evaluation of work samples candidate self-assessment materials the procedures, information and instructions for the assessor/candidate relating to the use of assessment instruments and assessment conditions
Reasonable adjustment must not compromise the integrity of the competency standard and may include:
account candidate's language, literacy, numeracy requirements provision of personal support services, for example, reader, interpreter, attendant carer, scribe, member of community in attendance use of adaptive technology or special equipment flexible assessment sessions to allow for fatigue or administering of medication format of assessment materials, for example, in Braille, first language, use of audiotape/videotape adjustments to the physical environment or venue revising proposed assessment methods/tools considerations relating to age and/or gender, considerations relating to cultural beliefs, traditional practices, religious observances
Assessment methods are the particular techniques used to gather different types of evidence and may include:
direct observation, for example: real work/real time activities at the workplace work activities in a simulated workplace environment structured activities, for example: simulation exercises/role-plays projects presentations activity sheets questioning, for example: written questions, e.g. on a computer interviews self-assessment verbal questioning questionnaires oral/written examinations (for higher AQF levels) portfolios, for example: collections of work samples by the candidate product with supporting documentation historical evidence journal/log book information about life experience review of products, for example: products as a result of a project work samples/products third party feedback, for example: testimonials/reports from employers/supervisors evidence of training authenticated prior achievements interview with employer, supervisor, peer
Principles of assessment guide the assessment process and must address:
fairness flexibility reliability validity authentic current sufficient valid
Rules of evidence are closely related to the assessment principles and provide guidance on the collection of evidence to ensure that it is:
Quality evidence addresses the rules of evidence and must:
encompass the Performance Criteria to demonstrate reflect the skills, knowledge and attributes defined in the
achievement of the outcomes (Elements)
relevant units of competency show application of the skills in the context described in the Range Statement demonstrate competence over a period of time demonstrate repeatable competence be the work of the candidate be able to be verified demonstrate current skills/knowledge of the candidate not inflate the language, literacy and numeracy requirements beyond those required in the performance of the competency what is recognition of prior learning what is assessment what are assessment tools how to use these tools the rules of evidence that must be met by the evidence they provide
Guided means to explain to the candidate:
Recognition of prior learning is defined as:
an assessment process that assesses an individual's
non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to and/or partial or total completion of a qualification .
Communication skills may include:
providing constructive and supportive feedback using active listening using appropriate questioning to clarify and confirm accurately interpreting verbal messages assisting candidates to paraphrase advice/instructions to making clear and concrete presentations of
instructions for evidence gathering the assessor
options/advice
accurately interpreting non-verbal messages engaging in two-way interaction using language appropriate to candidate, assessment
context and work performance addressed by competency standards using language and concepts appropriate to cultural differences using culturally inclusive and sensitive techniques
Individual differences may include:
English language, literacy and numeracy barriers physical impairment or disability involving hearing, vision, intellectual impairment or disability medical conditions such as arthritis, epilepsy, diabetes
voice, mobility
and asthma that are not obvious but may impact on assessment learning difficulties psychiatric or psychological disability religious and spiritual observances cultural images/perceptions age gender
ensuring assessment/RPL process is understood ensuring candidate concerns are addressed enabling question and answer confirming outcomes identifying further evidence to be provided discussing action plans confirming gap training needed information regarding available appeal processes suggesting improvements in evidence gathering and presentation assistance by third party - carer, interpreter support from specialist educator development of online assessment activities support for remote or isolated candidates and/or assessors support from subject matter or safety experts advice from regulatory authorities assessment teams/panels support from lead assessors advice from policy development experts
Specialist support may include:
Addressed may include:
stopping the assessment until the OHS risk is rectified stopping the assessment until the equipment is fixed or
replaced
Limitations may relate to:
job role and responsibilities meeting candidate needs assessment panels training and/or assessment organisation's quality processes personal competency level organisational, industry and national training requirements personal level of knowledge of competency-based assessment legal responsibilities
All component parts of the competency standards refers to:
Elements Performance Criteria Employability Skills Range Statement/range of variables, including: contextualisation link to knowledge and enterprise requirements focus of assessment underpinning language, literacy and numeracy requirements Evidence Guide requirements, including: underpinning/required knowledge underpinning/required skills and attributes underpinning language, literacy and numeracy requirements critical aspects of evidence to be considered/quality evidence requirements concurrent assessment and interdependence of units assessment methods/resources/context dimensions of competency, which include: task skills task management skills contingency management skills job role/environment skills
Assessment Guidelines of the relevant Training
Related documentation may include:
Package/s the assessment criteria of accredited modules evidence to be collected as set out in assessment plans definition and interpretation of evidence in developed assessment tools RPL policies and procedures any requirements of OHS, legislation, codes of practice, standards, guidelines indicators and levels of competence of the National Reporting System organisational requirements for work performance product specifications integrated competency assessment tool
Judgement is a two-step process and means:
the decision made by the assessor on whether the
evidence provided meets the principles of assessment and rules of evidence the decision made by the assessor, based on the evidence provided and evaluated, on whether the candidate is competent/not yet competent
gap training, further learning additional practice opportunities additional assessment opportunities/evidence gathering individual facilitation, where relevant referral to specialist support personal details of candidate details of assessment/s, date, time, venue details of assessor's summary of evidence considered
An action plan is required when the decision of not yet competent is recorded and may include:
opportunities
An assessment report may include:
and copies of assessment papers feedback to and from the candidate justification of decision summary of candidate's action plan other critical information including appeals and outcomes sign-off by assessor and candidate electronic/paper reports to funding bodies
Recommendations may include:
recommendations for RPL recommendation to support training and/or assessment in recommendations in the action plan reassessment appeal implications
new areas of competency
Other relevant parties may include:
Centrelink personnel Department of Immigration and Multicultural Indigenous parties nominated by the candidate parties to be informed because of contractual obligations
Affairs (DIMIA)
following the assessment plan confirming and addressing organisational, ethical and providing appropriate information regarding the
legal requirements where appropriate, including OHS
assessment process to the candidate and explaining all steps, using effective communication and interpersonal skills demonstrated application of the rules of evidence and principles of assessment in gathering quality evidence demonstrated support and guidance to the candidate throughout the assessment process using assessment methods and tools appropriately to gather, organise and document evidence applying reasonable adjustments where required/ appropriate, in consultation with relevant people providing clear and constructive feedback to the candidate regarding the assessment decision reviewing range of own decisions for consistency
Consultation may involve:
moderation with other assessors, training and discussions with the client, team leaders, managers, RPL technical/subject experts English language, literacy and numeracy experts
assessment coordinators
Coordinators, supervisors, coaches, mentors
To demonstrate competence against this unit, candidates must be able to provide evidence that they can assess the competence of another individual through a process of collecting and reviewing evidence and making an informed judgement. The evidence provided must show: how the assessment environment was established and how the candidate's needs were met; how the units of competency were interpreted to determine the evidence requirements; how the assessment plan was followed; how the assessment tools were used in collecting evidence; the basis for the assessment decision using the rules of evidence; communication skills used to guide, support and provide feedback to the candidate during the assessment process; records and reports; and how the assessment process was reviewed.
completed RPL/assessment tools/templates/checklists documentation of evidence collected and assessment, feedback from candidate/assessor/supervisor/RPL feedback to candidate with recommendations for future completed assessment/RPL records/reports reviews of assessment practices and recommended
including RPL decisions coordinator options
changes to future practices
how competency standards and other documents were how assessment activities, including RPL, were how the assessment plan was modified to meet candidate
interpreted scheduled
needs how evidence was collated and evaluated against the rules of evidence
access to candidates to be assessed access to competency standards access to assessment materials and tools access to suitable assessment venue/equipment workplace documentation access to RPL policies and procedures access to documentation/records of candidate to determine specific requirements cost/time considerations personnel requirements
reflect all components of the unit, i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills a range of appropriate assessment methods/evidence gathering techniques is used to determine competency evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice evidence collected must relate to at least one example of a RPL assessment assessment meets the rules of evidence a judgement of competence should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated
carrying out assessment of a number of candidates,
assessed against different units of competency or accredited curricula, following the relevant assessment plan at least one candidate must be assessed through an assessment only pathway at least one candidate must be assessed for RPL at least one assessment must include consideration of reasonable adjustment and the reasons for decisions and approach all must show: the application of different assessment methods and tools involving a range of assessment activities and events demonstration of two-way communication and feedback how judgement was exercised in making the assessment decision how and when assessment outcomes were recorded and reported completion of assessment records/reports in accordance with assessment system legal/organisational ethical requirements how the assessment process was reviewed and the review outcomes documented
integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to: TAAASS401C Plan and organise assessment TAAASS403B Develop assessment tools TAAASS404B Participate in assessment validation TAADES401B Use Training Packages to meet client needs.
CUS09 Music (Version 1.1) TAADEL401B Plan and organise group-based delivery
TAADEL401B
Unit Descriptor
Plan and organise group-based delivery

This unit specifies the competency required to plan and organise training for individuals within a group. This unit contains employability skills.
This competency involves developing a delivery plan that is used by the trainer/facilitator to guide and manage delivery to a group. It encompasses interpreting the learning environment and delivery requirements for the identified group of learners, developing session plans, and preparing and organising the resources required. The delivery plan is based on a documented learning program and provides a context specific plan for implementation. The competency of designing and developing learning programs is separately addressed in TAADES402B Design and develop learning programs. In some situations the learning program and delivery plan may be developed concurrently while in other circumstances the delivery plan is developed separately. Where the application is concurrent co-learning and/or co-assessment of these two units is recommended. The planning and organising of group delivery is essential to the effective conduct of group delivery/facilitation which is also addressed as a unit of competency in TAADEL402B Facilitate group-based learning. While these two units are discrete, co-learning and assessment are strongly recommended. Both units are written from the perspective of a face-to-face delivery mode in a learning context such as a training room, classroom, meeting room, community setting or any location a group can access which is safe, relevant and conducive to learning. Other units in the Delivery and Facilitation Field of the TAA04 Training and Assessment Training Package address other modes of delivery and learning contexts. Throughout this unit the 'learner' refers to the individuals in the group being trained/participating in a learning process; not the candidate undertaking this unit. The competency specified in this unit is typically required by trainers/facilitators, vocational education and training teachers and training consultants.
Unit Sector
Delivery and Facilitation
ELEMENT 1. Interpret the learning environment and delivery requirements
The learning context is established and the organisational arrangements for delivery are confirmed The learning program documentation is accessed, read and interpreted to determine delivery requirements Group and individual learning needs and learner characteristics are identified using available information and documentation Processes to identify learner support requirements are undertaken Constraints and risks to delivery are identified and assessed Personal role and responsibilities in the planning, delivery and review of training are confirmed with relevant personnel Specific learning objectives and assessment activities (where required) are refined in accordance with learning program requirements and specific needs of individual learners Ideas for managing the delivery are generated using knowledge of learning principles andlearning theories and reflect the learning needs and characteristics of the group Existing learning resources, learning materials and documented learning activities identified in the learning program are evaluated and selected for use in the specific delivery context S ession plans are developed and documented for each segment of the learning program to be addressed Selected existing learning resources, learning materials and learning activities are modified and contextualised for the particular group Additional new, relevant and engaging learning activities and associated learning materials are developed and documented to meet specific session requirements based on the application of learning principles and learner styles of individuals and the group All learning materials required by learners are finalised and organised in time for delivery Specificfacility, technology and equipment needs for each session are identified and organised in time for delivery Additional resourcing to meet identified learner support needs is identified and organised, where required, in time for delivery The overall delivery plan is confirmed with relevant personnel
2. Prepare session plans
2.1
2.2 2.3
2.4 3. Prepare resources needed for delivery 3.1 3.2
3.3 3.4 3.5 3.6
Required skills: Required skills and attributes include:

a sound knowledge of learning principles, including: learning needs to be learner-centred the learning process needs to support increasing learner independence emphasis is on experimental and participative learning use of modelling the learning process needs to reflect individual circumstances and needs adults have a range of life experience which they can connect to learning adults have a need to know why they are learning something and its benefits adults have a need to be self-directing a sound knowledge of learner styles, for example: auditory visual kinaesthetic left/right brain global/analytical theoretical activist pragmatist reflective an introductory knowledge level of learning theories, for example: cognitive learning theory andragogy pedagogy information processing behavioural learning theory learner profile including characteristics and needs of learner group/learner target group learning program design and structure and content how to structure and develop session plans the availability, types and content of relevant existing learning resources and learning
materials how to develop new learning materials and learning activities the industry area/subject matter of the delivery, for example: the relevant industry competency standards the specific topic/subject/unit content specific areas of content knowledge as defined in the learning strategy or learning program basic instructional design principles, for example: sequencing information providing opportunities for practise different delivery methods and techniques appropriate to face-to-face delivery the availability and sources of specific resources, equipment and support services for learners with specific needs organisational records management system and reporting requirements which may include Australian Quality Training Framework (AQTF) and AVETMISS requirements relevant policy, legal requirements, codes of practice and national standards including Commonwealth and state/territory legislation, including: competency standards licensing
industry/workplace requirements duty of care under common law OHS recording information and confidentiality requirements anti-discrimination including equal opportunity, racial vilification and disability discrimination workplace relations industrial awards/enterprise agreements National Reporting System OHS relating to the work role, including: reporting requirements for hazards safe use and maintenance of relevant equipment emergency procedures sources of OHS information

Required knowledge: Required knowledge includes:

planning and organisational skills to: reflect the group and individual learning needs and learner characteristics within incorporate relevant/modified learning objectives and assessment methods (where determine the structure and time requirements for each session identify specific facility, technology and equipment needs for each session
session plans
required) in session plans
literacy skills to: document the delivery plan, prepare or customise learning activities prepare or customise learning materials such as handouts and information sheets read and interpret learner information technology skills to: use computers to produce documents, prepare presentations e.g. PowerPoint and time management skills to: determine time allocations for each part of the session plan determine overall session time determine how many sessions may be required schedule training sessions reflection skills to: identify areas for improvement maintain own skill development recognising and being sensitive to individual difference and diversity, for example: being sensitive to and valuing culture acting without bias/discrimination responding to individuals with particular needs recognising the importance of religion ensure the correct industrial relations climate of the learning environment
communicate through email and the web
Learning context includes:
where the learning will occur, for example: in the workplace in a simulated work environment in the training room/classroom in specialist environments - e.g. laboratory/ computer in an external venue in an internal venue in a community setting
room
Organisational arrangements may include:
finalising specific location/s or venue/s for delivery coordinating locations enrolment procedures scheduling requirements size of group special equipment or technology needs providing for specific needs of the learners investigating the learning environment to identify, assess and control occupational health and safety (OHS) risks allowable time for training management expectations people to be involved reporting requirements access issues, e.g. to work practice environment a subset of a learning strategy a short course/vocational program a professional development program a community education program a workplace learning program part of a VET in Schools program part of an apprenticeship/traineeship a short-term development plan developed by a coach a short-term induction program
A learning program may include:
A learning program provides a documented guide to support a cohesive and integrated learning process for the learner and includes:
the competencies or other benchmarks to be achieved the specific learning outcomes for each chunk or segment an overview of the content to be covered in each learning resources, learning materials and activities for number and duration of training sessions/classes required delivery methods for each chunk/segment of the learning OHS issues to be addressed in delivery identification of assessment points to measure learner assessment methods and tools to be used to collect
of the learning program
chunk/segment of the learning program
each chunk/segment of the learning program and overall timelines program
progress
evidence of competency, where assessment is required
Learning needs may be:
a competency or group of competencies aspects of competency such as skills, knowledge or
technical applications skills in operating specific equipment generic skills development personal development and growth English language, literacy and numeracy underpinning skills
Learner/s refers to:
existing industry/enterprise employees school leavers new entrants to the workforce apprentices/trainees individuals learning new skills/knowledge individuals seeking to upgrade skills/knowledge individuals changing careers unemployed people learners who have a disability members of target groups such as Aboriginal and Torres Strait Islander communities overseas learners recent migrants individuals/groups meeting licensing or other regulatory requirements

Learner characteristics may include:
language, literacy and numeracy requirements specific needs, physical or psychological preferred learning styles employment status past learning experiences level of maturity cultural background and needs level of formal schooling in Australia or overseas length of time resident in Australia
Information and documentation may include:
enrolment information employee/personnel records (confidentiality protected) results of organisational training needs analyses outcomes of RCC/RPL assessments communication with individual learners
Processes may be formal or informal, and may include:
analysing learner information on enrolment forms discussions with learners to identify learning support
needs observation of the learners
Learner support requirements may include:
support arrangements for meeting disability needs support arrangements for meeting cultural needs support arrangements for meeting language, literacy and
numeracy needs
Constraints may include:
access to industry experts access to workplace access to practice opportunities cost of training time required/available for delivery scheduling difficulties consideration of appropriate groupings of learners and meeting learner needs/characteristics OHS considerations inappropriate location inadequate equipment/technology/resources capacity to meet learner needs and characteristics
Risks may include:
Personal role and responsibilities may include:
responsibility for planning and organising provision of
parts of the relevant learning strategy, or learning program or parts of the learning program responsibility for planning and organising provision of a specific number of sessions planning and organising the availability of relevant learning materials relationships with other trainers/facilitators arrangements for assessment reporting arrangements own supervisor other trainers/facilitators other workplace supervisors workplace management industry personnel OHS representatives English language, literacy and numeracy specialists
Learning objectives may relate to:
competencies to be achieved by learners learning outcomes individual/group objectives generic and/or technical skills
Learning principles include:
adults have a need to be self-directing adults have a range of life experience, and connecting adults have a need to know why they are learning training needs to be learner-centred to engage learners the learning process needs to support increasing learner emphasis on experimental and participative learning use of modelling reflecting individual circumstances
learning to experience is meaningful
independence
Learning theories may include:
behavioural learning theory information processing theory cognitive learning theory constructivist situational problem-based andragogy pedagogy
Existing learning resources may include:
Training Packages noted support materials, such as: learner/user guides trainer/facilitator guides how to organise training guides example training programs specific case studies professional development materials assessment materials other published, commercially available support materials
for Training Packages/courses organisational learning resources competency standards as a learning resource videos CDs and audio tapes references and texts manuals record/log books learning resources and learning materials developed under the Workplace English Language and Literacy (WELL) program learning resources produced in languages other than English as appropriate to learner group and workplace
Learning materials may include:
handouts for learners worksheets workbooks prepared case studies prepared task sheets prepared activity sheets prepared topic/unit/subject information sheets prepared role-plays prepared presentations and overheads prepared scenarios, projects, assignments materials sourced from the workplace, e.g. workplace documentation, operating procedures, specifications prepared research tasks

Learning activities may include:
discussions role-plays written activities/tasks case studies simulation audio or visual activities demonstration practice, e.g. practicum or supervised teaching/facilitation individual activities/projects/assignments group activities/projects/assignments workplace tasks research problem-based tasks thinking skills exercises question and answer working through self-paced materials games introductions outline of objectives/content to be addressed ice breakers to be used delivery methods for each part of the session plan of learning activities to be used within the session timelines/duration for each learning activity formative assessment points/opportunities learning materials required summary/overview/wrap up auditory visual kinaesthetic left/right brain global/analytical theoretical activist pragmatist reflective
Session plans may include:
Learner styles may include:
Specific facility, technology and equipment needs may include:
specific location/room availability of appropriate furniture adequate lighting comfortable seating and temperature overhead projector computer hardware and software video equipment audio equipment technical machinery/equipment working tools scientific laboratory and equipment
Additional resourcing to meet identified learner support needs includes:
providing referrals to internal services such as language,
literacy and numeracy support unit or individual learning unit providing referrals to external services such as community language, literacy and numeracy program, disability support service, counselling support, etc. incorporating techniques such as modelling/demonstrating, chunking, visual/diagrammatic, opportunities to practise skills, peer support, and repetition drawing on range of resources from first language, including peer support ensuring appropriate physical and communication supports are available listening to problems and helping within own area of responsibility and/or knowledge building required knowledge and skills using support materials
A delivery plan may include:
individual/group learning objectives or outcomes for the number of learners and their specific support
segment of the learning program to be addressed requirements
content of sessions as specified in the session plans timelines/duration of activities within sessions learning resources, learning materials and learning other resource and equipment requirements OHS considerations, including: incident or hazard reporting emergency procedures
activities to be used in sessions
To demonstrate competency against this unit candidates must be able to provide evidence that they have planned and organised training for a group of learners to be trained in a face-to-face learning environment. Evidence should show that candidates can develop a delivery plan that incorporates: interpreting a specific learning environment; interpreting an existing learning program to develop and document specific training sessions that address a whole or part of a learning program and which reflect the needs and characteristics of a specific learner group; selecting and modifying existing learning resources, learning materials and learning activities and developing new learning materials and learning activities; planning and organising the resources required in delivery.
documented delivery plan individual session plans forming part of the delivery plan feedback forms from learners on quality/effectiveness of modified/contextualised learning resources and learning new learning materials and documented learning
delivery planning materials activities
how the learning program was interpreted how responsibilities were identified and clarified why sessions were planned as documented how ideas for delivery were generated how individual learning needs were managed in the planning and organising process
access to relevant learning programs access to relevant learning resources and learning access to real or simulated learning environment that
materials
addresses organisational requirements of this unit
reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills a range of appropriate assessment methods/evidence gathering techniques is used to determine competency evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice assessment meets the rules of evidence a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated
the ability to transfer skills to different training evidence of the preparation of a minimum of two delivery
environments and learner groups
plans: one of these delivery plans must address a learning program that is linked to competency standards or an accredited curricula one delivery plan should address the whole or substantial part of a learning program and contain session plans for a series of training sessions assessment must also include evidence of both developing and contextualising learning activities for the delivery plan and of developing new learning materials such as handouts, overheads, etc., and organising the material and physical requirements for delivery
Integrated assessment means that: this unit can be assessed alone or as part of an
integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to: TAADEL402B Facilitate group-based learning TAADES402B Design and develop learning programs.
CUS09 Music (Version 1.1) TAADEL402B Facilitate group-based learning
TAADEL402B
Unit Descriptor
Facilitate group-based learning

This unit specifies the competency required to facilitate learning by individuals within a group. This unit contains employability skills.
The competency of delivering training and facilitating learning to a group involves preparing, guiding supporting and managing learners using a range of delivery methods, knowledge, skills and behaviours that enhance learning. It also includes the skills needed to support and manage interactions with and between individuals in a group. The competency of individual facilitation is addressed by a separate unit of competency - TAADEL403B Facilitate individual learning. The vocational outcomes and performance requirements of this unit are set in the context that the learning outcomes to be achieved are defined and documented through a learning program (TAADES402B Design and develop learning programs) and the organisational arrangements to support delivery have been previously determined (TAADEL401B Plan and organise group-based delivery). The focus of the group facilitator is on guiding and supporting learners' progress towards the learning outcomes/competency to be achieved. The skill of group facilitation, which is not linked to specified learning outcomes, is also addressed in this Training Package through TAATAS504B Facilitate group processes. The competency defined in that unit focuses on facilitating a group to determine its own outcomes. Co-learning and assessment with TAADEL401B Plan and organise group-based delivery is strongly recommended where both these competencies are required. Both units are written from the perspective of a face-to-face delivery mode within an off-the-job learning context such as a training room, classroom, meeting room, community setting or any location a group can access which is safe, relevant and conducive to learning. Throughout this unit the 'learner' refers to the individual participating in the group learning process, not the candidate undertaking this unit. The competency specified in this unit is typically required by trainers/facilitators, teachers and training consultants.
Unit Sector
ELEMENT 1. Establish an environment conducive to group learning
1.5
1.6
The learning program and delivery plan are read and interpreted to identify and confirm delivery requirements for the specified session Availability of all resource needs is confirmed prior to commencement of session/s Outcomes of learnerrecognition processes are obtained from relevant persons to provide flexible responses to individual learner needs The learning program/segment of the learning program is introduced and objectives, expectations and requirements including occupational health and safety (OHS) are discussed, clarified and agreed A learning facilitation relationship is established between trainer/facilitator and the group using appropriate oral communication and language skills and interpersonal skills Relationships with and between learners are initiated which support inclusivity, acknowledge diversity and enable a positive learning environment Interactions with learners are based on the application of learning principles in accordance with learner styles and identified learner characteristics Each training session is conducted in accordance with session plans but modified where appropriate to meet the needs of the learners All resource requirements for delivery are addressed and the diversity of the group is used as another resource to support learning Generic skills relevant to the learning objectives are addressed in delivery A range of delivery methods are employed and appropriate technology and equipment are used as training aids to optimise the learner experience Opportunities for practice and formative assessment are built into the delivery, where assessment is required Presentation skills are used to ensure the delivery is engaging and relevant Group facilitation skills are used to ensure effective participation and group management Oral communication and language skills are used to motivate the learner and to transfer knowledge and skills Interpersonal skills are used to maintain appropriate relationships and ensure inclusivity Observation skills are used to monitor individual and group progress
2. Deliver and facilitate training sessions
2.1 2.2 2.3 2.4 2.5 2.6
3. Demonstrate effective facilitation skills
3.1 3.2 3.3 3.4 3.5
4. Support and monitor learning
4.1 4.2 4.3 4.4 4.5 4.6
Learner progress is monitored and documented to ensure outcomes are being achieved and the needs of individual learners are being met Adjustments are made to the delivery plan to reflect specific needs and circumstances and unanticipatedsituations Learners are encouraged to reflect on personal learning progress Group dynamics are managed to ensure effective participation by all learners and to maintain effective relationships Inappropriate behaviour is managed using conflict resolution and negotiation skills to ensure learning can take place Learner records are maintained, stored and secured in accordance with legal/organisational requirements The delivery plan is evaluated to determine its effectiveness as a tool in guiding the learning process and feedback is provided to the writer, as appropriate Feedback from learners/management/peers is sought on the quality of delivery, and areas for improvement are identified and documented Trainer/facilitator reflects on own performance in training delivery Areas of improvement/new ideas to improve the quality of delivery/facilitation and to enhance the learning experience are considered and implemented
5. Review and evaluate effectiveness of delivery
5.1 5.2 5.3 5.4

group facilitation skills to: facilitate discussion and group interaction maintain group cohesion handle difficult learners/situations manage group activities manage conflict observe and interpret behaviour that puts others at risk different delivery and facilitation methods/ techniques, such as: demonstration/modelling instruction presentations/lectures guided facilitation of individual and group learning activities/group work/case studies initiating and facilitating group discussions brainstorming activities providing and guiding practice opportunities enabling and supporting effective learner participation tutoring project-based individual facilitation techniques - coaching/ mentoring blended oral communication and interpersonal skills to: present information provide sequenced, structured instructions use questioning techniques use listening techniques adjust language to suit the audience maintain appropriate relationships establish trust build rapport be open to others' opinions use appropriate body language negotiation and conflict resolution skills observation skills to: monitor learner progress monitor group and individual interactions monitor conflict/behavioural difficulties monitor learner cues about concerns/difficulties in learning monitor learner readiness for assessment/new areas of learning literacy skills to: prepare presentations prepare questions prepare or customise learning activities prepare or customise learning materials such as handouts and information sheets record learner information develop feedback documentation technology skills to: use overhead projectors use audiovisual equipment
communicate through email and the web manage time to: schedule training be flexible make adjustments to suit learners reflection skills to: identify areas for improvement maintain own skill development recognising and being sensitive to individual difference and diversity, for example: being sensitive to and valuing culture acting without bias/discrimination responding to individuals with particular needs recognising the importance of religion ensure the correct industrial relations climate of the learning environment Required knowledge: Required knowledge includes:
use computers to produce documents, prepare presentations e.g. PowerPoint, and
a sound knowledge of learning principles, including: adults have a range of life experience which they can connect to learning adults have a need to know why they are learning something and its benefits learning needs to be learner-centred adults have a need to be self-directing the learning process needs to support increasing learner independence emphasis is on experimental and participative learning use of modelling the learning process needs to reflect individual circumstances and needs a sound knowledge of learner styles, for example: auditory visual kinaesthetic left/right brain global/analytical theoretical activist pragmatist reflective the industry area/subject matter of the delivery, for example: the relevant industry competency standards the specific topic/subject/unit specific areas of knowledge as defined in the learning strategy or learning program an introductory knowledge of learning theories, for example: cognitive learning theory andragogy pedagogy information processing behavioural learning theory learner group profile including characteristics and needs of individual learners in the
group the content and requirements of the learning program and/or delivery plan different delivery methods and techniques appropriate to face-to-face group delivery techniques for the recognition and resolution of inappropriate behaviours behaviours in learners which may indicate learner difficulties
organisational records management system and reporting requirements which may
include Australian Quality Training Framework (AQTF) and AVETMISS requirements evaluation/revision techniques, for example: developing simple questionnaires and feedback forms administering evaluation forms using questioning for evaluation purposes specific resources, equipment and support services available for learners with special needs relevant policy, legal requirements, codes of practice and national standards including Commonwealth and state/territory legislation, for example: competency standards licensing requirements industry/workplace requirements duty of care under common law OHS legislation recording information and confidentiality requirements anti-discrimination including equal opportunity, racial vilification and disability discrimination workplace relations industrial awards/enterprise agreements National Reporting System OHS relating to the facilitation of group-based learning, including: assessment and risk control measures reporting requirements for hazards safe use and maintenance of relevant equipment emergency procedures sources of OHS information role of key workplace persons policies and procedures relevant to the learning environment
The learning program provides a documented guide to support a cohesive and integrated learning process for the learner and includes:
the competencies or other benchmarks to be achieved the specific learning outcomes derived from the
benchmarks for each chunk or segment of the learning program an overview of the content to be covered in each chunk/segment of the learning program learning resources, learning materials and activities for each chunk/segment of the learning program number and duration of training sessions/classes required and overall timelines delivery methods for each chunk/segment of the learning program OHS issues to be addressed in delivery identification of assessment points to measure learner progress assessment methods and tools to be used to collect evidence of competency, where assessment is required
The delivery plan is used by the trainer/facilitator to guide and manage delivery to a group and includes:
individual/group learning objectives or outcomes for the
segment of the learning program to be addressed number of learners and their specific support requirements content of sessions as specified in the session plans timelines/duration of activities within sessions learning resources, learning materials and learning activities to be used in sessions other resource requirements OHS considerations, including: incident or hazard reporting emergency procedures
All resource needs includes:
the learning resources required by the trainer/ facilitator
and learners to be used in the session/s the learning materials and documented learning activities required by the trainer/facilitator and learners to be used in the session/s specific facility, technology and equipment to be used in the session/s learner support requirements
Learner recognition processes may include:
recognition of prior learning (RPL) for previous formal
education and training which contributes to assessment of current competency or formal credit recognition of current competency (RCC) credit for subjects/units/qualifications/Statements of Attainment

self (as the assessor) other trainers/facilitators with learner records other assessors support personnel administering learner/candidate records
Individual learner needs may: Objectives may include:
vary from overall group learning objectives depending on
previous experience and competencies already held
the competency standards being addressed specified learning outcomes or learning objectives
derived from the competency standards learning outcomes based on other benchmarks group learning needs individual learning needs specific learning activities practise opportunities e.g. practicum or supervised teaching/facilitation formative assessment opportunities Expectations may include:
expectations of learners and the group by expectations of the trainer/facilitator by individuals and by expectations of individual and group behaviour including
trainer/facilitator the group
respect, sensitivity to needs of others, sensitivity to culture, ethics and gender, practising inclusivity in group work, use of appropriate language expectations of commitment to learning/learning process/learner motivation and participation expectations of interesting, engaging delivery and facilitation expectations of a safe, secure learning environment
appropriate behaviour maintaining progress attendance assessment including the points in delivery at which assessments will occur identified formative assessment activities as part of learning experience evidence requirements OHS aspects and requirements, including: reporting requirements for hazards safe use and maintenance of relevant equipment emergency procedures sources of OHS information names of key workplace persons with OHS roles and responsibilities OHS policies and procedures relevant to the learning environment
using an appropriate tone and level of voice making clear and concrete presentations of using icebreakers as appropriate using appropriate terminology and language of the using an open, warm communication style including communicating clearly to facilitate group and individual using critical listening and questioning skills and
Appropriate oral communication and language skills may include:
options/advice
industry/profession
effective verbal and body language learning
techniques providing constructive and supportive feedback accurately interpreting verbal messages inviting learners to paraphrase advice/instructions ensuring language, literacy and numeracy (LLN) used is appropriate to the learner/s needs
showing respect for the expertise and background of
learners establishing trust building and maintaining rapport demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds modelling facilitation and learning behaviours engaging in two-way interaction encouraging the expression of diverse views and opinions negotiating complex discussions by establishing a supportive environment using language and concepts appropriate to cultural differences accurately interpreting non-verbal messages
Learning principles include:
adults have a range of life experience which they can adults have a range of life experience which they can
connect to learning
connect to learning adults have a need to know why they are learning something and its benefits learning needs to be learner-centred adults have a need to be self-directing the learning process needs to support increasing learner independence emphasis on experimental and participative learning use of modelling the learning process needs to reflect individual circumstances and needs auditory visual kinaesthetic left/right brain global/analytical theoretical activist pragmatist reflective language, literacy and numeracy requirements specific needs, physical or psychological preferred learning styles employment status past learning experiences level of maturity cultural background and needs level of formal schooling in Australia or overseas length of time resident in Australia introduction/s outline of objectives/content to be addressed ice breakers to be used delivery methods for each part of the session plan of learning activities to be used within the session timelines/duration for each learning activity formative assessment points/opportunities learning materials required summary/overview/wrap up
Learner styles may include:
Session plans may include:
Resource requirements include:
the resources needed by the trainer/facilitator and the
resources needed by the learners as identified in the delivery plan
Diversity may include:
age gender culture ethnicity disability religion sexual orientation level and prior experiences of education and training attitudes and reasons for learning
Generic skills may include:
Employability Skills, including: communication teamwork problem solving initiative and enterprise planning and organising self-management learning technology innovation language, literacy and numeracy skills lock step, learner-paced, mixed pace interactive, participative, collaborative trainer/facilitator-centred and learner-centred, and may
Delivery methods are the techniques used to guide, facilitate and support the learning process and may be:
include: demonstration/modelling instruction presentations/lectures guided facilitation of individual and group learning activities/group work/case studies initiating and facilitating group discussions brainstorming activities practice opportunities enabling and supporting effective learner participation tutoring project-based individual facilitation techniques - coaching/mentoring blended overhead projectors computers light projectors DVD/video equipment television/screen whiteboard/blackboard butcher's paper specific technical equipment/machinery relevant to technical areas
Appropriate technology and equipment may include:
Presentation skills may include:
synthesising information and ideas preparing aids such as overhead projectors and data
projectors using computer presentation applications using computer software and hardware speaking with appropriate tone and pitch using appropriate language to reflect the audience encouraging and dealing appropriately with questions showing enthusiasm for the topic summarising key points making direct eye contact to create direct pathway between learners and self (may be culturally inappropriate for some groups) demonstrating confidence supporting learners to enable progress from simple to more complex tasks and concepts
ensuring that every individual has an opportunity for
Group facilitation skills may include:
participation and input maintaining group cohesion encouraging rapport between group members managing group dynamics observing and interpreting behaviour that puts others at risk facilitating discussion and group interaction using formative evaluation to monitor learner progress monitoring group and individual interactions monitoring conflict/behavioural difficulties monitoring learner cues about concerns/difficulties in learning monitoring learner readiness for assessment and/or new areas of learning
identifying learners experiencing difficulties with learning
Observation skills may include:
Unanticipated situations may include:
for a variety of reasons, which may include: English language, literacy and numeracy difficulties physical/sensory difficulties socio-emotional difficulties organisational issues
Inappropriate behaviour may include:
violent or inappropriate language verbal or physical abuse bullying insensitive verbal or physical behaviour towards other learners or the trainer/facilitator e.g. cultural, racial, disability or gender-based insensitivities dominant or overbearing behaviour disruptive behaviour non-compliance with safety instructions

Conflict resolution and negotiation skills may include:
identifying critical points/issues/concerns/problems talking through points/issues/concerns/problems identifying options for changing behaviours bringing the parties together managing discussions moving parties forward presenting solutions ensuring equitable outcomes providing face-saving options obtaining agreements thinking through the training delivery asking key questions reviewing achievements analysing difficulties
Reflecting on own performance may include:
To demonstrate competency against this unit candidates must be able to provide evidence that they have delivered training and facilitated learning within a group in a face-to-face learning environment, on a number of occasions, that involves a series of training sessions covering a number of learning outcomes. They should also provide evidence of reviewing and evaluating the effectiveness of the delivery plan and their personal performance in training delivery. Evidence should show that they can provide training using appropriate sequencing and activities to develop the skills and knowledge of learners, as well as enhancing motivation, interest and enthusiasm. Trainers must demonstrate high-level facilitation, observation, communication and interpersonal skills to support and teach each learner effectively.
identified generic skills relevant to the learning objectives feedback forms and other evaluation evidence from observations or videotaped examples of presentation,
learners
group facilitation, oral communication and interpersonal and observation skills used during the training sessions examples of completed learning activities that are product- or document-based notes showing reflection on own performance and own learning
how the delivery plan was followed and why how group or individual conflict was managed how individual learning needs were managed ways in which initial relationships in the group were established how the trainer/facilitator reflected on own performance learning achieved by the learners

delivery venue for programmed learning activities access to more than one group of learners access to learner group over time access to learning program/s access to delivery plan/s time to ensure that assessment covers the range of specific evidence requirements
the ability to transfer delivery and facilitation skills to evidence of the delivery, facilitation and review of a series
different training environments and learner groups
of training sessions including at least two consecutive sessions that follow a learning program design: at least one session (minimum) should be based on a learning program that is derived from Training Package competency standards or accredited curricula at least one session must be based on using learning outcomes from another source at least one session must be delivered to a different learner group with evidence of how the characteristics and needs of this group were addressed at least one training session should be one hour minimum duration
integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to: TAADES402B Design and develop learning programs TAADEL401B Plan and organise group-based delivery.
CUS09 Music (Version 1.1) TAADEL403B Facilitate individual learning
TAADEL403B
Unit Descriptor
Facilitate individual learning

This unit specifies the competency required to facilitate individual learning through a oneonone relationship between a learner and facilitator. This unit contains employability skills.
Learning facilitation relationships may take a number of forms including structured/semi-structured activities and formal/informal agreements. They may be independent of or part of a broad learning and delivery strategy. Identifying which learners and learning contexts may benefit from individual learning facilitation forms part of this competency. Establishing an appropriate mutual relationship is critical, and the communication and interpersonal skills of the trainer/facilitator are paramount in creating the necessary preconditions for individual learning facilitation to be effective. Two major techniques to facilitate individual learning are derived from mentoring and coaching methodologies. Other similar instructional techniques may also be appropriate, such as tutoring. The trainer/facilitator may use these techniques with one learner or with individual learners in a small group context. Individual learning/facilitation relationships may be used to help an individual or individuals meet personal or job goals, learn new skills/knowledge or develop new learning/work behaviours. The role of the trainer/facilitator using these techniques is to advise, guide, support and respond to the needs of the individual learner. The delivery mode may be face-to-face, online, via telecommunication or using a combination of media. The competency specified in this unit is typically required by trainers/facilitators, supervisors, managers, leaders, practitioners, teachers, assessors and consultants.
Unit Sector
ELEMENT 1. Identify individual learning facilitation requirements
The need for individual learning/facilitation in the learningarea is identified The goalsfor learning for individual learning/ facilitation are identified and discussed with relevant persons Appropriate individuallearning/facilitation techniques and processes are identified and documented to support individual learning needs and goals Evaluation processes are developed and agreed Organisational support for implementation is obtained, where relevant
2. Establish the learning/ facilitation relationship
2.1 2.2
2.3 2.4 2.5 3. Maintain and develop the learning/facilitation relationship 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 4. Close and evaluate the learning/facilitation relationship 4.1 4.2 4.3 4.4 4.5 4.6
The individual's learning style, learner characteristics and the context for learning are identified The appropriate technique/process to facilitate individual learning is selected or organised and the basis of the technique/process is explained and discussed with the individual learner The boundaries and expectations of the learning/ facilitation relationship are clarified and agreed using effective communication andinterpersonal skills Any equity or additional support needs are clarified An individualised learning plan is developed, documented and discussed with the learner Preparation for each meeting/session is evident Effective communication and interpersonal skills are used to grow the relationship and sustain active participation Structured learning activities are developed to support and reinforce new learning, build on strengths and identify areas for further development Leadership and motivational skills are demonstrated to enable the learner to take responsibility for learning Learner cues are observed and changes in approach are made, where necessary, to maintain momentum Ethical behaviours are practised at all times Regular meetings are agreed to by both parties and scheduled to monitor the effectiveness of the learning/facilitation relationship Appropriate documentation to support the relationship is mutually developed and maintained Toolsand signals are used to determine readiness for closure of individual learning/facilitation relationship The closure is carried out smoothly using appropriate interpersonal and communication skills Feedback is sought from the learner on the outcomes achieved and the value of the relationship The impact of the learning/facilitation relationship is reviewed using identified evaluation processes Self-evaluation and reflection on own performance in managing the relationship is carried out and areas for improvement are identified The outcomes of the learning/facilitation relationship and evaluation of the process are documented and filed in accordance with legal, organisational and personal requirements

use of empathy to: build rapport communicate the feeling of threat and risk when facilitation begins deal appropriately with a range of emotions interpersonal skills to: set up a comfortable environment demonstrate awareness of own behaviour use appropriate humour to lighten atmosphere keep the sessions learner-centred analysis skills to: identify suitable learning/facilitation techniques and activities for the individual learner flexibility to: determine and alter a learning plan negotiate with the learner to ensure facilitation is suitable be patient with individual's learning ability interpret information gathered and adapt own style accordingly communication skills to: give positive and negative feedback demonstrate awareness of own behaviour negotiate and manage conflict confirm, clarify or repair understanding build constructively on what has been said learning and facilitation techniques to: lead and motivate learners to take responsibility for their own learning maintain momentum during the learning process facilitate individual learning through a one-on one relationship literacy skills to: develop the learning plan maintain records and other documentation read and interpret relevant documentation recognising and being sensitive to individual difference and diversity, for example: being sensitive to and valuing culture acting without bias/discrimination responding to individuals with particular needs recognising the importance of religion time management skills to: structure sessions drive the process to achieve goals

the effects of verbal and non-verbal communication, for example: how to interpret behaviours how to model behaviours and values sound knowledge of different learning styles and how to encourage different learners, for
example: theoretical learners
pragmatic learners activist learners reflective learners kinaesthetic learners audio learners visual learners tactile learners left/right brain learners the learning cycle, including: concrete experience observation and reflection concept formation testing new learning learning principles, for example: adults have a need to be self-directing and decide for themselves what they want to learn adults have a range of life experience, and connecting learning to experience is meaningful adults have a need to know why they are learning something adults need to be respected adults prefer learning to be relevant and practical the needs and characteristics of the individual learner change processes, for example: how people work through change behaviours associated with change the organisational culture, for example: how individualised learning is perceived and valued workplace arrangements for individualised learning industrial relations implications regulatory requirements current techniques to facilitate individual learning how to create new learning activities learner cues that may reflect difficulties with individual learning facilitation relationships sources of external support measurement or evaluation tool development other learning options, learning activities and referrals relevant policy, legal requirements, codes of practice and national standards including Commonwealth and state/territory legislation, for example: competency standards licensing industry/workplace requirements duty of care under common law recording information and confidentiality requirements anti-discrimination including equal opportunity, racial vilification and disability discrimination workplace relations industrial awards/enterprise agreements National Reporting System OHS relating to the work role, including: reporting requirements for hazards safe use and maintenance of relevant equipment emergency procedures sources of OHS information

Need for individual learning/ facilitation may be:
proposed by the learner, a manager/department in the
organisation, or the trainer/facilitator a requirement of management part of the delivery strategy of a Training Package qualification, course or learning program a request for additional support to enhance learning based on observation organisational/individual a new/changed job role new or changed work procedures/work skills technical skills life skills generic skills management skills units of competency in Training Packages curriculums
Learning area may be:
Goals for learning may include:
learning a new skill/area of knowledge or competency defined through learning outcomes or objectives of a
learning program increasing productivity career advancement or redirection changes in life direction setting personal directions/achievements relationship development
the learner the workplace supervisor/coordinator/manager other team members other trainers/facilitators/teachers/lecturers
Individual learning/facilitation techniques and processes may include:
a formal or informal process an ongoing or one-off process a specific circumstance or an integrated feature of the
overall learning process coaching techniques mentoring techniques tutoring techniques peer relationships matching experienced workers/learners single or double loop learning approaches
Evaluation processes may include:
a formal evaluation tool quantifiable measures such as increased level of attendance critical feedback from learner and others
productivity/achievement of new skills
Organisational support may include:
agreement by organisation to provide additional venue and equipment support additional time with learner
assistance to individuals through identified techniques
Individual's learning style may include:
auditory visual kinaesthetic tactile left/right brain global/analytical theoretical activist pragmatist reflective language, literacy and numeracy requirements specific needs, physical or psychological preferred learning styles employment status past learning experiences level of maturity cultural background and needs level of formal schooling in Australia or overseas length of time resident in Australia
Context for learning may be:
determined by the area of learning determined by the trainer/facilitator and the learner defined by the work/learning activities in a classroom, tutorial room, meeting room, office, work in situ, any agreed meeting place in a workplace, training and/or assessment organisation, college, community, university or school defined by the time requirements for individual facilitation and how these will be built into learning activities impacted by the health, safety or welfare of the learner
where the trainer/facilitator has the capacity to
Selected is defined as:
independently determine which technique/process will be most appropriate
Organised is defined as:
where the trainer/facilitator is operating in circumstances
where the technique/process is part of an existing delivery system
Boundaries and expectations may include:
the roles and responsibilities of the trainer/facilitator the roles and responsibilities of the learner extent/limits of the relationship the techniques/processes to be used confidentiality the range of expertise of the trainer/facilitator the involvement of others organisational expectations reporting requirements using icebreakers as appropriate building rapport with the learner using effective verbal and body language demonstrating a capacity to communicate clearly to facilitate the learning using critical listening and questioning techniques providing constructive and supportive feedback accurately interpreting verbal messages assisting learners to paraphrase advice/instructions to the trainer/facilitator providing clear and concrete options/advice using appropriate terminology and language of the industry/profession ensuring language, literacy and numeracy (LLN) used is appropriate to the learner
Communication skills must include:
Interpersonal skills must include:
showing respect for the expertise and background of the demonstrating sensitivity to diversity, disability, culture,
learner
gender and ethnic backgrounds modelling facilitation and learning behaviours engaging in two-way interaction encouraging the expression of diverse views and opinions negotiating complex discussions by establishing a supportive environment using language and concepts appropriate to cultural differences accurately interpreting non-verbal messages Equity or additional support needs may include:

English language, literacy and numeracy support disability support Aboriginal and Torres Straight Islander support ethnic support services interpreting services counselling services community support
An individualised learning plan includes:
the goals to be achieved contingency plans the logistics of the learning relationship, for example: period of relationship frequency of meetings/length of sessions location of meetings/contact the structure of the learning relationship, for example: activities to be undertaken monitoring processes tools/equipment needed shadowing occupational health and safety (OHS) considerations
Preparation may include:
planning for each meeting/session being organised for each meeting/session reflecting on outcomes of previous meeting/session being punctual identifying 'where we are' at the start appearing relaxed and confident enabling learner to identify his/her perspective providing a relaxing, non-threatening environment direction, guidance and mutual discussion role-plays written exercises demonstrations practice opportunities e.g. practicum or supervised teaching/facilitation role modelling projects readings research video/audio analysis a learning journal maintaining focus transferring responsibility empowering the learner inspiring the learner visualising the learner's perspective using effective communication
Structured learning activities may include:
Leadership and motivational skills may include:
Learner cues may include:
level of engagement/disengagement regular/irregular attendance/absences evidence of frustration, distraction, stress level of communication/interaction level of ease/difficulty in undertaking learning activities stagnation in learning level of dependence/independence evidence of problems/issues which may be personal, employment-based or related to the individualised learning revision of individualised learning plan fresh approach/shift in technique problem solving shift in level of guidance/level of independence
Changes in approach may include:
Ethical behaviours include:
trust integrity privacy and confidentiality of the session following organisational policies knowing own limitations having a range of other intervention referrals ready when needed honesty fairness to others self-assessment by the learner a measure of improvement in a particular area readiness for formal assessment level of independence in learning readiness to maintain learning through other means or modes severe/fixed blockages in the relationship agreed time period over

Tools and signals may include:
Feedback may be:
interview formal discussion informal discussion written questionnaire
Impact may be:
successful achievement/rate of achievement/lack of achievement of other outcomes as a result of the
achievement of identified goals
relationship development of new goals increased/new motivation to learn greater capacity to learn development of or increase in the self-confidence of the learner
Self-evaluation and reflection may include:
asking critical questions about own ability, what worked,
what did not work and how the relationship building process could be improved reviewing records and journals on sessions and critically evaluating own performance reviewing feedback from learner and identifying critical aspects and areas for improvement
To demonstrate competency against this unit candidates must be able to provide evidence that they can establish and maintain an effective learning/facilitation relationship with an individual learner. The trainer/facilitator must demonstrate the development of a relationship, in one or more delivery modes which is learner-centred, adaptable to individual needs, and appropriate to the learning area or focus of the relationship. Demonstration of effective techniques, communication, interpersonal skills and problem solving skills are pivotal to demonstrated competency in this unit.
individual learning plan facilitation activities evaluations from participants or organisation evidence of self-evaluation and improvement of skills, for example, a learning journal audio or video of a facilitation session
how communication skills have been used in
facilitating/learning, particularly questioning techniques, listening and interpretation, and why how the individual's learning area, style and context were matched to the learning facilitation methods, process and activities utilised how learning was structured to build new skills, and why how reflection and insight into learning was developed in the learner how the trainer/facilitator relationship was terminated, and why
materials and information for facilitation permission of organisation for time and resources
a minimum of two examples of a learning facilitation
relationship being conducted, with different individuals to demonstrate communication skills and flexibility; one or more of the processes/techniques identified must be demonstrated
integrated assessment activity involving other relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to: TAADEL401B Plan and organise group-based delivery TAADEL402B Facilitate group-based learning TAADEL404B Facilitate work-based learning TAADEL501B Facilitate e-learning.
CUS09 Music (Version 1.1) TAADES501B Design and develop learning strategies
TAADES501B
Unit Descriptor
Design and develop learning strategies

This unit specifies the competency required to design, develop and evaluate learning strategies. This unit contains employability skills.
Learning strategies document a framework for the learning requirements and the teaching/delivery and assessment arrangements of a vocational education and training qualification. The learning strategy is the umbrella document that outlines the requirements for designing the learning and assessment process at the qualification level. These requirements include: determining the specific criteria or learning outcomes to be achieved; any recognition and entry requirements (if appropriate); an outline of the areas of learning/content to be addressed; the assessment requirements, the broad sequence of learning, the delivery and assessment methods to be used, the resources required and any other additional information to support a learning and assessment pathway to a qualification. The criteria may already exist if the qualification is part of a Training Package. In this instance the endorsed competency standards packaged within the Training Package qualification constitute the relevant criteria. Alternatively, if the learning strategy takes the form of a course for accreditation, the learning outcomes may need to be developed to reflect an identified industry, enterprise or community need. This unit addresses the competency requirements for developing a learning strategy relevant to both Training Package qualifications and course-based qualifications. The learning strategy provides an overview or outline only. Detailed guidance is fleshed out through the content of specific learning programs. Each learning strategy would require development of a number of learning programs, depending on the design approach of the learning strategy. The competency of developing learning programs is addressed separately in TAADES402B Design and develop learning programs. In a traineeship or apprenticeship context, this unit should be linked directly to TAACMQ502B Coordinate training and/or assessment arrangements for apprenticeships/traineeships, which more closely establishes the learning strategy requirements for that model of training delivery. The competency specified in this unit is typically required by instructional designers, trainers/facilitators, training consultants and training coordinators/managers.
Unit Sector
Learning Design
ELEMENT 1. Determine the parameters of the learning strategy
The purpose of the learning strategy is clarified The likely target groupsand theirneeds for learning are clarified The characteristics of the likely target groups are researched and identified Qualification options for meeting the likely target group needs are researched, and the appropriate option is selected Consultations are carried out to confirm the parameters of the learning strategy with relevant people The learning strategy design reflects the qualification requirements of the selected qualification Industry or organisation documentation is analysed to determine additional and supporting requirements Options for design are researched and analysed, based on likely target groups, their learning needs and contexts for delivery The learning strategy design reflects and is supported by appropriate learning theories and instructional design principles The design approach is determined and broad content headings are identified and documented Consultations are carried out to confirm the framework The review process for the learning strategy is developed Each content heading is elaborated and documented to form an overview of content to be addressed The content is sequenced to support learning, and overall timelines are determined within operating constraints Learning strategy outcomes are expressed to reflect both generic and specific learning outcomes to be achieved Pathways are addressed and documented Appropriate delivery and assessment strategies are identified and documented, taking account of the learning parameters, design framework and learning context Operational requirements are identified and documented The completed learning strategy is checked for completeness The learning strategy is reviewed in collaboration with relevant people against relevant criteria prior to and post implementation A post-implementation review process is documented which includes measures for identifying the effectiveness and quality of the learning strategy Recommendations/changes based on outcomes of the review processes are made, where appropriate, and documented Modifications are further confirmed with relevant people, where appropriate
2. Develop the framework for 2.1 the learning strategy 2.2 2.3 2.4 2.5 2.6 2.7 3. Devise the content and structure of the learning strategy 3.1 3.2 3.3 3.4 3.5 3.6 3.7 4. Review the learning strategy 4.1 4.2 4.3 4.4

literacy skills to: read, interpret and analyse information develop and revise the content write the learning strategy in accordance with design requirements document and record the strategy using appropriate computer software planning skills to: set timelines to develop the learning strategy organise and structure the development process identify the tasks to be undertaken identify measures to monitor progress research skills and techniques to gather and interpret information relevant to the content
and development of the learning strategy, for example: literature and web-based research interviews focus groups communication skills to: clearly articulate information collaborate with others on the strategy development get feedback on the strategy interpersonal skills to: manage conflict and problems negotiate the strategy development solve problems Required knowledge: Required knowledge includes:
Training Packages, including: range of current and relevant Training Packages structure and definition of the endorsable components of Training Packages content of Training Package/s relevant to learning strategy availability of relevant noted support materials relevant accredited courses relationship to the National Reporting System (NRS) AQTF including: standards for Registered Training Organisations (RTOs) standards for State and Territory Registering/Course Accrediting Bodies AQF including: key features of each qualification guidelines for each qualification title national guidelines on cross-sector links issuing a qualification guideline for qualification title of the learning strategy guidelines on cross-sector qualification linkages industry and enterprise knowledge, for example: the names of relevant industry associations and trade unions the relevant ISC or state/territory authorities particular industry or enterprise requirements relevant to the learning strategy industry licensing arrangements (where relevant)
particular regulations and guidelines relevant to the learning strategy, e.g.
immigration, labour market a general knowledge of the main branches of adult learning theory, for example: behavioural learning theory information processing theory cognitive learning theory andragogy vocational education and training pedagogy learning principles, for example: adults have a need to be self-directing adults have a range of life experience which they can connect to learning adults have a need to know why they are learning something and its benefits training needs to be learner-centred to motivate adults the learning environment encourages interaction instructional learning design, including: presenting material in a logical order and sequence presenting material in order of increasing difficulty opportunities for review of material and repetition the need for learner activity and interactivity inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning structure of the information is clear, logical assessment, including: Training Package Assessment Guidelines requirements AQTF requirements the basis and rationale for different assessment methods appropriate to the learning strategy assessment tool design appropriate cultural sensitivity, for example: organisation diversity policies cultural learning styles, preferences and communication of the indigenous community cultural learning styles, preferences and communication of other potential target groups reasonable adjustment principles and practice sources of information, for example: National Training Information Service (NTIS) vocational education and training national bodies - DEST; ISCs; National Centre for Vocational Education Research (NCVER); and Australian Qualifications Framework Advisory Board (AQFAB) State and Territory Training Authorities (STAs) and agencies regulatory agencies professional associations relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example: security of information plagiarism competency standards licensing industry/workplace requirements duty of care under common law anti-discrimination including equal opportunity, racial vilification and disability discrimination workplace relations industrial awards/enterprise agreements
relevant OHS knowledge relating to the work role, and OHS considerations which need
to be included in the learning strategy, including: internal policies and procedures to meet OHS requirements hazards commonly found in the work environment to which learning is related
Purpose may be to:
implement a Training Package qualification meet an identified client, industry or community need provide learning pathways/career development provide for apprenticeship/traineeship qualifications settle in Australia develop of English language, literacy and numeracy skills meet regulatory requirements
A learning strategy may apply to:
a nationally endorsed qualification from a Training a traineeship or apprenticeship a course to be accredited with an AQF qualification
Package or accredited course outcome
Likely target groups and their needs may include:
existing industry/enterprise employees school leavers new entrants to the workforce apprentices/trainees individuals learning new skills/knowledge individuals seeking to upgrade skills/knowledge individuals changing careers unemployed individuals and groups learners who have a disability, or are members of target groups such as Aboriginal and Torres Strait Islander communities recent migrants individuals/groups meeting licensing or other regulatory requirements particular class of visa holder

Characteristics of target groups may include:
level and breadth of work experience level and previous experiences of formal education skill/competency profile socio-economic background cultural background and needs age specific physical or psychological needs motivation for learning language, literacy and numeracy needs learning styles and preferences as determined by funding body, e.g. residence and length of time in Australia, length of time unemployed specific levels of English language, literacy and numeracy skill as determined by initial assessment process
selecting a relevant qualification from an endorsed
Qualification options may include:
Training Packages using the packaging guidelines of the Training Package to determine the final mix of units which form the qualification selecting appropriate existing accredited courses developing a new accredited course based on combining endorsed units from different Training Packages or developing new competency standards to meet the identified need

enterprise/industry clients Industry Skills Councils state/territory industry training advisory bodies industry associations/employer bodies trade unions professional associations universities research agencies regulatory/licensing authorities subject or technical specialists/experts previous clients people working in the roles targeted by training government agencies and departments, including OHS authorities Department of Education, Science and Training (DEST) Department of Immigration and Multicultural and Indigenous Affairs (DIMIA)
Qualification requirements may include:
relevant Training Package qualification or packaging rules AQF guidelines for qualifications, including: key features of each qualification guidelines for each qualification title national guidelines on cross-sector linkages issuing a qualification Australian Quality Training Framework (AQTF) Standards for State/Territory Registering/Course Accrediting Bodies levels and aspects of communication of the National Reporting System (NRS)

Industry or organisation documentation may include:
workplace policies and procedures internal competency specifications existing training or learner support materials existing course information/curriculum industry codes of practice, guidance notes and other industry information on hazard and risk control business and risk management strategies job descriptions case studies regulatory requirements related to the job, including licensing outcomes of organisational training needs analyses documented research relating to potential content contextualisation rules of relevant endorsed industry Training Package/s relevant Training Package noted support materials
Options for design may include:
a learning framework that addresses each unit of
competency separately unit by unit within the qualification a learning framework that is based on clustering units into meaningful combinations to create an integrated learning framework for the qualification a learning framework-based on building from less complex to more complex tasks/skills/knowledge learning objectives/outcomes a learning framework designed around work structures, work organisation and work activities project-based learning models a learning framework built around synthesising knowledge and skill requirements across the qualification an articulated approach combinations of the above
Appropriate learning theories may include:
behaviourist social learning discovery learning cognitive learning theory constructivist situational humanistic action science applied learning models
Instructional design principles may include:
presenting material in a logical order and sequence presenting material in order of increasing difficulty opportunities for review of material and repetition the need for learner activity and interactivity inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning structuring the information effectively application of adult learning principles topics subjects modules units knowledge components technical skill sets work activities the development of specific English language, literacy and numeracy skills generic skills

Content headings may separate learning into:
Operating constraints may include:
budget timelines availability of support materials nominal hours human and physical resourcing requirements occupational health and safety (OHS) requirements spoken and written communication team work numeracy problem solving planning and organising work use of technology self-management initiative and enterprise how to learn OHS
Generic outcomes may include:
Pathways may include:
entry and exit prerequisites/co-requisites access and equity RPL/RCC arrangements credit transfer arrangements articulation with other qualifications
Appropriate delivery strategies may include:
the focus of delivery, for example: groups of varying sizes groups from single context/from multiple contexts groups of similar educational/competency
levels/groups with divergent educational/competency backgrounds individuals the context of delivery, for example: in the workplace in a simulated work environments in the training room/classroom in specialist environments - e.g. laboratory, computer room through the Internet at home in a community setting the mode of delivery, for example: face-to-face technology-based - electronic/computer-based/ online/audiovisual experiential distance resource-based blended delivery methods, including: lock step/learner-paced/mixed interactive/participative/collaborative trainer/facilitator-centred/learner-centred time and place dependent/independent demonstration instruction presentations guided facilitation learning activity-based guided work-based activities/applications/experiences tutoring project-based individual facilitation techniques - coaching/ mentoring blended delivery methods
Appropriate assessment strategies may include:
the identification and interpretation of competency
application of Training Packages Assessment Guidelines arrangements for recognition of existing competency
standards/other criteria for assessment and for validation (RCC/RPL), including provision of guidance and assistance to candidates in gathering and evaluating evidence determination of assessment methods for identified competency standards selection of assessment tools for identified competency standards organisational arrangements for assessment, including physical and human resources, roles and responsibilities and partnership arrangements, where relevant nominated quality assurance mechanisms identified risk management strategies
Operational requirements may include:
infrastructure including facilities, plant/equipment staffing requirements including number of full-time, other staffing needs including technical support, specialist copy/ies of relevant Training Package/s learning resources reference lists
part-time and sessional trainers/facilitators and administrative personnel
Relevant criteria may include:
Training Package requirements accreditation requirements curriculum design OHS implications for delivering the learning strategy
Measures may include:
learner/participant feedback feedback from clients and industry bodies enrolments completion rates Statements of Attainment, competencies achieved, qualifications awarded return business development of language, literacy and numeracy skills as measured by the National Reporting System (NRS)
To demonstrate competency against this unit candidates must be able to provide evidence that they have designed at least two learning strategies. The learning strategies provided as evidence must: establish the learning context; identify learner and client needs; identify the units or other criteria which best reflect these needs; outline the learning framework which has been designed and sequenced to maximise learning; be logical, innovative and engaging to the learner group; identify the delivery and assessment arrangements; indicate pathways to, from and within the qualification; identify the operational resources needed to deliver the strategy; and provide a review process both before and after implementation.
documented learning strategies documented reviews of learning strategies evidence of collaboration that took place during the
strategy development documentation analysing industry or organisational documentation documentation outlining content research
Processes that could be used as evidence include: how learner characteristics were researched, the
how others were consulted to plan the strategy and why
methods used and why
those people were selected how Training Package qualification rules were interpreted or how learning outcomes were defined how the learning framework was designed and the reasons for the approach adopted why the content was sequenced in the proposed order how reflection has been built into the learning design process and why it is important
access to industry/organisation documentation access to relevant learner information access to materials/information to support content outline time to achieve the unit and meet the evidence access to relevant persons
of learning framework requirements
reflect all components of the unit, i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills a range of appropriate assessment methods/evidence gathering techniques is used to determine competency evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice assessment meets the rules of evidence a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated
a minimum of two examples of a learning strategy
designed by the candidate with differentiated design structures in each that reflect the specific qualification requirements, client needs and contexts of application
integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to: TAADES401B Use Training Packages to meet client needs. TAACMQ502B Coordinate training and/or assessment arrangements for apprenticeships/ traineeships TAAASS501B Lead and coordinate assessment systems and services.
CUS09 Music (Version 1.1) TAADES502B Design and develop learning resources
TAADES502B
Unit Descriptor
Design and develop learning resources

This unit specifies the competency required to design and develop resources to support learning. This unit contains employability skills.
Learning resources are designed to enhance and support the effectiveness of the learning process. They provide guidance, materials, learning and assessment activities, and relevant information that address the competencies/learning outcomes to be achieved by the learner. In the TAA04 Training and Assessment Training Package, learning resources are defined as learning materials that have been specifically developed to address a substantive area of teaching/learning and/or assessment guidance and support. Learning resources may address a whole Training Package, a Training Package or course qualification or a learning program. Learning resources may also take the form of existing equipment, physical materials and physical resources within the learning environment. Learning resources can take a variety of forms such as facilitation guides, learning guides/participant resources, assessment materials, workplace resources and text books, and may be self-paced or instructor-led. While primarily text and print-based, other mediums such as audio or video learning resources could be developed using this unit. The complexity of the resource will vary depending on its focus, type, audience and technological medium. Although the range of learning resources may vary, the skills and knowledge required to design and develop them is the same, with instructional design being a critical aspect. Where a learning resource product is built around an electronic medium, other critical skills, knowledge and outcomes are required. These are addressed through separate units of competency, TAADES503B Research and design e-learning resources and TAADES504B Develop and evaluate e-learning resources. Co-learning and co-assessment is suggested where competency across all media is required. Design and development are combined in this unit. In some circumstances the design phase and content development are separated, especially in a large project. However, it is important that competency reflects the whole process. Depending on the complexity of the resource, extensive consultation and working with others may be required. This unit can provide a specific application for undertaking the generic unit TAATAS503B Manage contracted work. The competency specified in this unit is typically required by trainers/facilitators, instructional designers, assessors and consultants.
Unit Sector
Learning Design
ELEMENT 1. Research and interpret the learning resource requirements
The brief, focus and type of learning resource is clarified with the client The likely target audience/s, their learning needs and the learning environment for the resource are researched The characteristics of the learners/end users of the learning resource are identified Existing information which may be relevant is gathered, collated and analysed Ethical and legal considerations are identified and acted upon A development work plan is written and documented A range of design options is generated using a variety of principles andtechniques Time is taken to reflect on the designs, identifying the implications of each The diversity of learners/end users and their learning styles are researched and embedded into the design specifications An outline or prototype for the learning resource is developed and confirmed with the client The content specifications of the learning product are analysed and the proposed content is mapped out The breadth and depth of the proposed content is determined, in accordance with the design prototype, content specifications and financial constraints Relevant personnel are identified to support the development phase, if needed Content and content specification is developed in accordance with the agreed design Modifications are made to the design and/or content, where necessary, to address changes in project parameters Mechanisms for reviewing work in progress are established Text is clear, concise, grammatically correct and appropriate for the intended audience/s Visuals are relevant, instructive and appropriate for the intended audience/s The resource is formatted using an appropriate style guide
2. Design the learning resource and plan the content
2.1 2.2 2.3 2.4 2.5 2.6 2.7
3. Develop the learning resource content
3.1 3.2 3.3 3.4 3.5 3.6
4. Review learning resource prior to implementation
4.1 4.2 4.3 4.4
Content of the resource is checked to ensure the accuracy and relevance of information against content specifications Text, format and visual design are checked for clarity and focus An external review is conducted using appropriate methods, and feedback is incorporated where relevant Final draft is reviewed against the brief and other relevant criteria to ensure it meets all requirements prior to delivery to the client The design and development process is reviewed against appropriate evaluation criteria Time is taken to reflect and identify areas for improvement Identified improvements are documented for future projects
5. Evaluate the design and development process
5.1 5.2 5.3

review and analysis skills to: identify areas for improvement recognise personal limitations communication and interpersonal skills to: collaborate with a range of people seek feedback from others be open to feedback and suggestions maintain a network listen negotiate computer/technical skills, for example: using a range of software programs using a range of office equipment literacy/writing skills, including: writing from the learner's perspective writing for different audiences using plain English and correct grammar pitching writing to the appropriate level using an appropriate style having an eye for detail time management skills, including keeping to appropriate timelines analytical skills to: identify critical learning points structure and weight the contents appropriately determine appropriateness of feedback ability to develop a range of learning activities research skills to: find content and relevant information interview relevant people solve problems ask questions

sound knowledge of the vocational education and training system, including: relevant terminology training and assessment processes Training Packages and competency standards the Australian Quality Training Framework (AQTF) requirements the Australian Qualifications Framework (AQF) instructional design, for example: planning, analysis, development, synthesis, evaluation presenting material in a logical order and sequence opportunities for collaborative learning between learners navigation tools presenting material in order of increasing difficulty opportunities for review of material and repetition
the need for learner activity and interactivity inclusion of a variety of approaches and techniques for presenting information and structure of the information ensure learning is embedded in a realistic and relevant context techniques to engage the learner in learning
activities and for encouraging participation by learning
visual design principles/techniques, for example: format composition balance typography images/graphics charts/diagrams research and evaluation techniques, including: interviews focus groups workshops questionnaires literature reviews web research pilot processes a general knowledge of the main branches of learning theory, for example: behavioural learning theory information processing theory cognitive learning theory andragogy vocational education and training pedagogy learning principles, including: adults are autonomous and self-directed adults have life experience to draw on adults are goal-oriented adults need relevance adults are practical adults need to be shown respect cultural awareness a range of learning approaches and styles of learning resources different learning styles, including: activist reflector theorist pragmatist kinaesthetic auditory visual language, literacy and numeracy (LLN) issues, for example: principles and definitions how to work out the LLN level of likely users, and LLN requirements of the resource relevant policy, legislation, codes of practice and national standards including
Commonwealth and state/territory legislation, for example: copyright and privacy laws relating to electronic technology security of information plagiarism competency standards licensing
industry/workplace requirements duty of care under common law anti-discrimination including equal opportunity, racial vilification and disability workplace relations industrial awards/enterprise agreements
discrimination
relevant OHS knowledge relating to the work role, and OHS procedures which need to OHS obligations of the training and/or assessment organisation, the trainer/facilitator
be included in the content of the learning resource and learner
The brief of the learning resource may include:
a client proposal identified gap in the learning product market a tender an organisational need a whole Training Package a Training Package qualification/qualifications a traineeship/apprenticeship an accredited course individual competency standards/modules/subjects a non-accredited course a learning program a learning resource to support the introduction/ implementation of new technology/equipment
Focus of the learning resource may include:
Type of learning resource may include:
Training Package noted support materials, such as: learner/user guides trainer/facilitator guides training guides example training programs specific case studies professional development materials assessment materials other published, commercially available support materials
for Training Packages/courses organisational learning resources competency standards as a learning resource videos CDs and audio tapes references and texts manuals record/log books learning resources and learning materials developed under the Workplace English Language and Literacy (WELL) program learning resources produced in languages other than English as appropriate to target group learners and workplace

The learning resource is:
designed to enhance and support the effectiveness of the
learning process. It provides guidance, materials, learning and assessment activities, and relevant information that addresses the competencies/ learning outcomes to be achieved by the learner who the learning resource is for what the learning resource is designed to do how the learning resource will be used where the learning resource will be used possible mediums to be used interviews focus groups informal discussions literature reviews Internet research evaluations of existing products questionnaires workshops
Likely target audience/s and learning environment must include:
Characteristics of the learners/end users may include:
level of prior experience/knowledge of content area skill/competency profile range and response to previous learning experiences level of education socio-economic background, age, gender current work work culture cultural and ethnic background disability or learning support needs preferred learning styles motivation for learning English language, literacy and numeracy needs industry/end user needs industry best practice and culture existing learning resources and learning materials relevant Training Packages/competency standards relevant courses, curriculums, modules workplace procedures, documentation, and requirements industry coverage roles and responsibilities of groups and individuals information from industry experts and advisers
Existing information may include:
Ethical and legal considerations may include:
contract preparation meeting contractual requirements intellectual property regulatory requirements including occupational health and safety (OHS) organisational requirements equity issues and needs potential legal consequences of false, misleading or incorrect information

Development work plan may include:
timelines and milestones to be achieved scheduled meetings and focus groups consultative processes handover requirements equipment, learning resources and learning materials needed industry information/practices budget identification of risks/risk management strategies organisation/industrial politics access to experts/advisers
Design options may include:
use and extent of practical activity-based content and
passive content (reading, interpreting and absorbing information) use and extent of text-based information and graphical information level of depth of text-based information and sophistication of language level of completeness in addressing the focus options for presenting text-based information e.g. straight text, question and answer, case studies visual design sequencing of material sources of further information/further reading style guides visual look
Principles and techniques may include:
instructional design, for example: presenting material in a logical order and sequence opportunities for collaborative learning between
learners navigation tools presenting material in order of increasing difficulty opportunities for review of material and repetition the need for learner activity and interactivity inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning structure of the information ensuring learning is embedded in a realistic and relevant context techniques to engage the learner in learning creative thinking, for example: brainstorming mind mapping scenario setting lateral thinking visual/graphic design, for example: format composition balance typography images/graphics charts/diagrams research and evaluation, for example: of other learning resources up-to-date research on learning
Reflect may include:
asking key questions discussing details with others, for example: colleagues team members other learning product developers/instructional the client supervisor/manager
designers
standing back from work setting specified times for reflection reviewing personal skills
Learning styles may include:
theoretical pragmatic active reflective kinaesthetic auditory visual mock-up framework model format specifications
Outline or prototype may include:
Content specifications may include:
requirements of relevant Training Packages, competency
standards/benchmarks OHS requirements work practices and procedures culture and ethics of the learner/end user environment organisational requirements copyright/intellectual property agreements/ acknowledgements subject matter/technical experts industry experts colleagues learners or users industry stakeholders specialist consultants, e.g. language, literacy and numeracy specialists
Mechanisms may include:
verbal or written communication with relevant personnel verbal or written communication with content experts project updates internal/external reviews of drafts
Style guide may include:
fonts - types and sizes line spacing white space icons use of visuals - icons, photographs, pictures, diagrams signposting logos DEST Style Guide client style guide evaluation by experts pilot focus groups questionnaires checklists workshops telephone interviews meeting the brief satisfaction of the client timeliness cost design issues/modifications required blockages and responses team effectiveness/cohesion level of expertise required/available
Methods may include:
Evaluation criteria may include:
To demonstrate competency against this unit candidates must be able to provide evidence that they have designed and developed learning resources. The learning resources provided as evidence must: clearly identify the target audience; be appropriate to the target group; and be well structured, clear, interesting, appropriate, easy to use, and accessible. Competency also requires demonstrated ability to research learning resource requirements and content, seek and accept feedback, work effectively with a project team or other experts as required, and critically evaluate own work.
learning resources developed letters to relevant personnel seeking comments and
feedback evaluation forms minutes of meetings drafts of resources feedback received from others
how research was undertaken and why how consultative process was set up how industry or end user requirements were established how resource was evaluated and reviewed what methods were used to evaluate the process used for resource development and why ways in which personal skills and efficiency were developed and monitored and why how personal workload was managed
research for content of resources access to experts for review and consultation assessment must address the scope of this unit and
Resource implications for assessment include: The collection of quality evidence requires that:
a complete print-based learning resource product that
demonstrates competency in accordance with the specifications of this unit or evidence of contributions to a range of learning resources and learning materials that in combination demonstrate competency in accordance with the specifications of this unit evidence of transferable application to the development of other learning resources designed under the guidelines for Training Package support materials print-based
integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to: TAADES401B Use Training Packages to meet client needs TAADES402B Design and develop learning programs TAADES501B Design and develop learning strategies TAADEL405B Coordinate and facilitate distance-based learning TAATAS503B Manage contracted work TAADES503B Research and design e-learning resources TAADES504B Develop and evaluate e-learning resources.
CUS09 Music (Version 1.1) TAAENV501B Maintain and enhance professional practice
TAAENV501B
Unit Descriptor
Maintain and enhance professional practice

This unit specifies the competency required for individuals to manage their personal professional performance and to take responsibility for their professional development in relation to the provision of training and/or assessment services. This unit contains employability skills.
This unit addresses the processes required to maintain a high level of professional performance in the vocational education and training field. It includes modelling high standards of performance in accordance with professional standards and procedures, and the processes and outcomes involved in determining professional development needs and participating in associated activities. This unit is also designed to assist vocational education and training personnel to identify strategies for maintaining currency and to respond to changes in vocational education and training policy and the operating environment. The competency specified in this unit is typically required by a person involved directly or indirectly in the provision of training/ assessment services in a training and/or assessment organisation (refer to the definition provided in the Range Statement).
Unit Sector
Learning Environment
ELEMENT 1. Model high standards of performance
Personal performance is consistent with the organisation's goals and objectives Appropriate professional techniques and strategies are modelled Personal work goals and plans reflect individual responsibilities and accountabilities in accordance with organisational/legal requirements Ethical and inclusive practices are applied in professional practice
2. Determine personal development needs
2.1 2.2
2.3 2.4 2.5 2.6
Personal knowledge and skills are assessed against units of competency and other relevant benchmarks to determine development needs and priorities Changes in vocational education and training policy and operating environments are identified and the impact on professional practice and personal development needs is determined Feedback from colleagues and clients is used to identify personal learning needs/areas of professional development Future career options are identified Personal learning needs are documented and updated Personal development needs are discussed with relevant personnel for inclusion in the professional development plan Development opportunities suitable to personal learning style/s are selected and used to support continuous learning and maintain currency of professional practice Professional networks are participated in to support continuous learning and to maintain professional practice Own performance and professional competency is continuously improved through engagement in professional development activities Technology is used to maintain regular communication with relevant networks, organisations and individuals Developments and trends impacting on professional practice are researched and integrated into work performance Feedback from colleagues/clients is used to identify and introduce improvements in work performance Innovative and responsive approaches for improving professional practice are identified through the use of continuous improvement techniques and processes Records, reports and recommendations for improvement are managed within the organisation's systems and processes
3. Participate in professional development activities
3.1 3.2 3.3 3.4
4. Reflect on and evaluate professional practice
4.1 4.2 4.3 4.4

reflection skills to: systematically evaluate personal work practices to improve performance or leadership skills to present a professional image self-evaluation skills to: identify gaps in skills or knowledge obtain competencies to meet current and future organisational objectives research skills to: keep up with trends in vocational education and training to obtain current information identify relevant industry affiliations keep up with trends/changes/developments in the vocational area of competency communication skills to: obtain feedback from colleagues and clients participate in professional networks consult with colleagues and clients interpersonal skills to: participate in industry events and activities build professional relationships networking skills to build an industry network literacy skills to: document personal learning needs read and interpret vocational education and training information such as legal/ time management skills to: organise professional development activities analyse and identify career options create a balance between work, study, personal and recreation activities complete and maintain records related to professional development reduce or prevent stress
understanding
organisational policy documents

organisational goals/objectives organisational processes, procedures and opportunities relating to professional a range of continuous improvement techniques and processes and their application social and education trends and changes impacting on the vocational education and
development
training environment, for example: policy changes technological changes cultural changes economical changes networks relevant to professional practice standards/principles, ethnical/inclusive principles and practices types and availability of training development activities and opportunities relevant policies, legislation, codes of practice and national standards including national Commonwealth and state/territory legislation for example:
Training Packages, competency standards, other relevant benchmarks licensing requirements industry/workplace requirements duty of care under common law recording information and confidentiality requirements anti-discrimination including equal opportunity, racial vilification and disability discrimination workplace relations industrial awards/enterprise agreements National Reporting System relevant OHS knowledge relating to the work role/work context, and OHS when managing own professional practice and performance
Training and/or assessment organisation refers to:
a Registered Training Organisation (RTO), i.e. an
organisation registered to provide recognised training and assessment services; includes TAFE institutes, private commercial colleges/companies, enterprises, community organisations, group training companies and schools an organisation working in a partnership arrangement with an RTO to provide recognised training and assessment services an organisation that provides non-recognised training and assessment services

Organisation's goals and objectives may relate to:
business plan strategic plan operational plan/s organisation's code of conduct flexibility and client responsiveness client satisfaction financial performance people management marketing and client service quality and quality assurance
Professional techniques and strategies may include:
techniques for initiating action and directing decision strategies for presenting a confident and assured manner
making
in challenging situations maintaining ethical practice in the face of opposition modelling behavioural and personal presentation standards motivation strategies time management strategies for acknowledging and respecting the attitudes and beliefs of others techniques for promoting active participation
Organisational/legal requirements may include:
customer complaints, grievances and appeals risk identification and management, including OHS quality and continuous improvement processes and
standards, including validation systems financial management, including refund policies and systems to protect fees paid in advance (if appropriate) recognition of qualifications issued by other training and/or assessment organisations access and equity client selection, enrolment and induction/orientation staff recruitment, induction and ongoing development and monitoring availability of policies and procedures to all personnel and learners/clients collaborative/partnership arrangements confidentiality and privacy requirements ethical standards defined resource parameters administrative and records management system, for example: reporting/recording requirements and arrangements maintenance, retention, archiving, retrieval, storage and security of assessment information document version control
Ethical and inclusive practices may include:
demonstrating probity in all areas of responsibility modelling organisational/professional codes of conduct reinforcing ethical conduct in interactions with and showing respect for individual diversity, culture and recognising and utilising difference to develop both the
between other people religion
individual and the organisation demonstrating sensitivity to the circumstances and background of others fostering a culture of inclusiveness new/revised policy directions in vocational education and training
formal/informal performance appraisals obtaining comments from supervisors and colleagues obtaining comments from clients personal reflective behaviour strategies routine organisational methods for monitoring service delivery
personnel responsible for initiating and approving the
professional development plan for employees in the organisation
Professional development plan refers to:
the organisation's professional development plan for each
individual staff member, outlining: work and personal career objectives identified areas requiring development learning opportunities/activities relevant work activities/projects links to organisational training needs profile
Development opportunities may include:
undertaking further higher education/VET qualification undertaking professional development in specific areas of
practice internal training/development programs relevant conferences, seminars and workshops reading relevant journals and literature networking with internal/external colleagues coaching and/or mentoring
Currency of professional practice may include:
vocational competency and/or technical expertise in professional practice as a trainer/facilitator, assessor informal networks with: other trainers/facilitators, assessors people working in industry/vocational area contacts in vocational education and training formal networks such as: local/interstate assessor/trainer networks interest and support groups regional, specialist and peak associations professional/occupation associations communities of practice computer-based communication, e.g. email, Internet, facsimile machines telephone video conferencing
subject matter
Professional networks may include:
Extranet and Intranet
Developments and trends may include:
new/revised Training Packages in vocational area of legislative/regulatory changes in vocational area of
expertise
competency new developments/directions/trends in vocational education and training policy changes in vocational education and training Continuous improvement techniques and processes may include:

limited and systemic evaluation records review and maintenance self-assessment strategic business/operational planning ongoing education and training team meetings and networking
To demonstrate competency against this unit candidates must be able to provide evidence that that they have managed their personal professional development. This includes documenting personal learning needs, having input into the professional development plan, in consultation with relevant personnel, participating in relevant industry networks and maintaining currency of professional practice. Candidates must show that they have participated in relevant industry/professional development events or activities; identified and prioritised individual networking needs; shown how networks have been used to gain information and other support appropriate to workplace or work role; shown how feedback was used to identify further areas for development; used reflection strategies to identify new ways of improving performance; and used technology to access new information.
documented personal learning needs examples of developments and trends researched examples of continuous improvement techniques and
processes used
how organisational ethics and/or practices were accessed how and why personal development needs were
and applied within organisational requirements
identified how feedback was obtained from clients and colleagues and used to improve work performance how and why professional practice was reflected on and evaluated
Resource implications for assessment include: relevant organisational/legal documentation access to relevant benchmarks access to networks, technology, communication assessment must address the scope of this unit and
reflect all components of the unit, i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills a range of appropriate assessment methods and evidence gathering techniques is used to determine competency evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided the evidence collected must relate to a number of performances assessed at different points in time and in a Learning and Assessment Pathway these must be separated by further learning and practice assessment meets the rules of evidence a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated
evidence of contribution to professional development plan evidence of networking and using technology to gain evidence of participating in professional development evidence of incorporating self reflection, feedback
information and other support
activities and maintaining currency
obtained from clients/colleagues into professional practice
integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to: TAAASS501B Lead and coordinate assessment systems and services TAACMQ505B Lead a team to foster innovation TAADEL503B Provide advanced facilitation to support learning.
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CUS09 Music

Version Number: 1.1 Review Date: 5 August 2012

CUS09 Music (Version 1.1) Title Page

Date this PDF was generated: 12 October 2010

Volume 1 of 1 Commonwealth of Australia,

Page 1 of 2204 To be reviewed by: 5 August 2012

CUS09 Music (Version 1.1) Imprint Page

Date this PDF was generated: 12 October 2010

CUS09 - Music Commonwealth of Australia

CUS09 Music (Version 1.1) Imprint Page

Date this PDF was generated: 12 October 2010

Volume 1 of 1 Commonwealth of Australia,

Page 3 of 2204 To be reviewed by: 5 August 2012

CUS09 Music (Version 1.1) Table of Contents

Date this PDF was generated: 12 October 2010

Volume 1 of 1 Commonwealth of Australia,

Page 4 of 2204 To be reviewed by: 5 August 2012

CUS09 Music (Version 1.1) Table of Contents

Date this PDF was generated: 12 October 2010

Volume 1 of 1 Commonwealth of Australia,

Page 5 of 2204 To be reviewed by: 5 August 2012

CUS09 Music (Version 1.1) Table of Contents

Date this PDF was generated: 12 October 2010

CUS09 Music (Version 1.1) Table of Contents

Date this PDF was generated: 12 October 2010

CUS09 Music (Version 1.1) Table of Contents

Date this PDF was generated: 12 October 2010

CUS09 Music (Version 1.1) Table of Contents

Date this PDF was generated: 12 October 2010

CUS09 Music (Version 1.1) Table of Contents

Date this PDF was generated: 12 October 2010

Volume 1 of 1 Commonwealth of Australia,

Page 10 of 2204 To be reviewed by: 5 August 2012

CUS09 Music (Version 1.1) Preliminary Information

Date this PDF was generated: 12 October 2010

CUS09 Music (Version 1.1) Preliminary Information

Date this PDF was generated: 12 October 2010

This affects the following qualifications:

Unit codes corrected in the following electives shown in CUS30209:

Addition of imported qualification:

CUS09 Music (Version 1.1) Preliminary Information

Date this PDF was generated: 12 October 2010

CUF10107 Certificate I in Creative Industries

Volume 1 of 1 Commonwealth of Australia,

Page 13 of 2204 To be reviewed by: 5 August 2012

CUS09 Music (Version 1.1) Preliminary Information

Date this PDF was generated: 12 October 2010

Volume 1 of 1 Commonwealth of Australia,

Page 14 of 2204 To be reviewed by: 5 August 2012

CUS09 Music (Version 1.1) Preliminary Information

Date this PDF was generated: 12 October 2010

Units of competency in this Training Package and their prerequisites

Volume 1 of 1 Commonwealth of Australia,

Page 15 of 2204 To be reviewed by: 5 August 2012

CUS09 Music (Version 1.1) Preliminary Information

Date this PDF was generated: 12 October 2010

Volume 1 of 1 Commonwealth of Australia,

Page 16 of 2204 To be reviewed by: 5 August 2012