Certificate III in Interactive Digital
Media
Year 1, 2009
What is VET?
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Vocational Education and Training
Different to normal teaching in a school:
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industry based
assessment is based on competence
you should have Cert IV in Workplace Training
and Assessment
VET Certificate III in Interactive Digital
Media
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AIMS
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To provide participants with the knowledge and
skills for the achievement of units of competence
that will enhance their employment prospects
within the Media and Screen industries
Enables participants to gain a recognised
credential at the end of the second year of the
course
Units of competency
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CORE UNITS
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BSBCRT301A– Develop and extend critical and creative thinking
skills (40 hrs)
CUFND301A– Work effectively in the screen and media industries
(20 hrs)
BSBOHS201A– Participate in OHS processes (20 hrs)
CUFDIG303A– Produce and prepare photo images (20 hrs)
Units of competency
ELECTIVES- Must select a minimum of 2, to a minimum of
80 hours
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CUFSOU301A Prepare Audio Assets (30 hrs)
CUFDIG201A Maintain Interactive content (30 hrs)
ICAU3126B– Use advanced features of computer applications
(40 hrs)
CUFANM303A- Create 3D digital models (75 hrs)
CUVCOR08B- Produce drawings to represent and
communicate the concept (60 hrs)
CUFSOU301A- Implement copyright arrangements (20hrs)
CUFRES201A- Collect and organise content for broadcast or
publication
BSBDES201A- Follow a design process
The training package
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Available online -www.ntis.gov.au
Select your elective units
Use the details of each of the units of competence in
the training package to design your curriculum
You must be thorough in teaching the units so that it
is all aspects are covered
Work out what software is going to be used for the
units
Hours for units
Analysis of the units of competenceCORE
Develop and extend critical and
creative thinking skills
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Through the way that you write your brief
Problem solving tasks
Group work where perhaps give each
member a role in the development of a
product and they need to work together to
complete it
Other examples….
Participate in OHS processes
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Research project- create an OH&S brochure in
publisher for an organisation and design the logo etc
OH&S poster for a workplace
Case studies
Walk around the school and identify hazards
Terminology
Test
Flash animation – 30sec advertisement for OH&S in
a workplace
Reporting hazards in the workplace to staff
Resources- websites eg: worksafe
Work effectively in the screen and
media industries
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Team work, group assignments
Ability to meet deadlines
Ability to complete all aspects of assessment
to gain competence and not having to
resubmit work
Produce and prepare photo images
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Photoshop
Scanning, using digital cameras
Image manipulation
Variety of tasks- portfolio
Variety of skills eg: layers, stamping, filters,
erasing etc
Cross competency- Could link in with the
OH&S poster
CUFDIG303A
Produce and prepare photo images
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Based on the Canon Photo5
competition.
Students are given 5 objects and
need to take a photo for each.
These need to be then compiled
on a webpage.
Encourages creative thinking,
which later links to BSBCRT301A
Develop and extend critical and
creative thinking skills
Analysis of the units of competenceELECTIVES
Prepare Audio Assets
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AUDIORecording music, making sounds, mixing,
fading in and fading out and other music
effects.
Software- Audacity, Garage Band
Ideas- skill development tasks and then
creating a radio show
Cross competency- could link with copyright
unit
Maintain Interactive content
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HTML tags, code, page layout, the HTML skeleton
Updating a webpage using Dreamweaver
Hyperlinks, inserting images, email links, using
tables, etc.
Resources and ideas- Notepad, browser, internet
and Dreamweaver- updating a webpage using
notepad, creation of a digital resume/portfolio using
Dreamweaver after being given a template
Use advanced features of computer
applications
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An integrated project involving a number of
skills from all of the competencies to make a
large complex Media product
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For example- A website with a Flash animation or banner with
music, video and manipulated images. High level of skills
required to produce a professionally presented product.
Create 3D digital models
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Not recommended as this unit does not help
prepare students to do the ¾ sequence
Produce drawings to represent and
communicate the concept
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Character creation
Storyboards
Theory of images, file types, how to compress and
when and why we do it for different mediums etc
Use of a variety of hardware and software to create
images for clients from a brief
Resources- digital cameras, graphics tablets,
Photoshop, Fireworks, Flash, Photostory
Eg: comic, basic children's book
Implement copyright arrangements
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Understanding of copyright laws
Follow copyright laws
Test
Video resources
Copyright council website- resource
Link with Web and Audio units
Collect and organise content for
broadcast or publication
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Not recommended- believe that the Audio
unit is better suited to the ¾ sequence than
this unit- up to you!
Follow a design process
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Stages of design and development
Following design principles
Following a brief
Comic book, animation, web design, etc
Link in with the drawing unit or web unit
BSBDES201A
Follow a Design Process
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Students are asked to
follow the design process
(Clarify, Explore, Select
and Present, Implement
and Evaluate) to create a
logo and stationary for a
company or business.
They will also consolidate
their Illustrator skills.
Different approaches that work
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Combining elements from different
competencies to make them more engaging
Examples: Animation for OH&S, Animation
with Audio, etc.
Being very organised, as classes take a good
deal of planning
Working out the order of your units so that
they complement or work in with each other
Flexible Option
Certificate III:
Year 1
Certificate II links:
CUFDIG303A Produce and prepare photo
images
Suggested Skills
Photoshop and digital photography
BSBDES201A Follow a design process
Already part of Certificate II
Illustrator
CUFDIG201A Maintain interactive content
Already part of Certificate II
Dreamweaver
CUFIND301A Work effectively in the
screen and media industries
CUFIND201A Develop and apply creative
arts industry knowledge
Flash-Animation (larger assignment)
BSBCRT301A Develop and extend critical
and creative thinking skills
Already part of Certificate II
Flash – Animation (small ‘learning’ tasks)
BSBCRT101A Apply critical thinking
techniques
CUFRES201A Collect and organise
content for broadcast or publication
Already part of Certificate II
Flash – Webpage (interactivity)
BSBOHS201A Participate in OHS
processes
Already part of Certificate II
Video Editing
BSBWOR203A Work Effectively with
Others (easily built into any group task.)
Sample planner
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See example
Writing a brief
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Outline the Media product that the client would like
created and any relevant background information
List the elements that the client would like included
List any parameters that the producer needs to work
within, such as size, length, deadline
Provide a detailed assessment criteria sheet so that
developers know what to include and how the marks
are going to be allocated
Provide them with planning time first to get them into
the habit of being organised and coping with time
management, as this is a requirement in scored
assessment tasks in the second year of the course
Group work
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Devise an approach that suits you
Do it at times as it promotes teamwork in the
workplace
Do not always let students choose who they work
with, allocate them a partner at times and this
simulated the real workplace!
It improves communication and delegation skills
Make sure that it is not the only assessment for
competencies and that there is an individual
component to the competency as well
How much time on each unit
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This is the question……!!??
Nominal hours
Your school timetable allotment
Being an RTO or working with one
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As your own RTO, you need to make sure that your
records are updated annually and that you meet
regularly with the staff involved. Validation of work is
needed annually as is industry experience. You are
responsible for the course and developing all your
own resources.
Working under an RTO they will provide support and
assistance for the course as well as resources for
you to use in the classroom. They are ultimately
responsible for maintaining compliance.
Keeping records
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Make sure that you keep detailed records of
attendance, marks, work that needs to be submitted
for assessment to gain competence etc.
Ensure that your course resources are very detailed
as well as your assessments as these will be audited.
You must have detailed documentation for every unit
of competence.
Best to have it electronic if you can so that you can
easily update it annually.
Version control is a must.
Tracking Student Assessment
Industry experience
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Staff who teach VET subjects now need to have
some industry experience or liaise with industry each
year. Try to plan a day a year at a workplace for
professional development, visit students on work
experience placements and attend industry talks or
dinner where you can. PixelEd has an industry
dinner each year.
Students who are doing IDM are encouraged to have
a work experience placement in a media/multimedia
workplace but it is not mandatory.
Modes of assessment
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Tests
Research – essays, report or PowerPoint presentation
Webpages
Flash animations
Image generation
Photostory presentation
Movie
Stop-motion animation
Audio files
And the list goes on!
Reporting- grades or no grades?
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As a VET subject only Competent and Not
competent need to be reported however,
grades can be useful on some assessments
to help the students to understand the
standard of their work better and which
aspects that they could improve on.
Some tasks can also be resubmitted if an
aspect of the assessment has been missed
so that they can gain competence.
Rules for students
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As the classroom is run as a workplace they must behave in a
professional manner, so following school policies or setting
class/workplace rules, eg, that they:
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May not arrive late
90% attendance record
Do not waste time
Follow instructions
Do not distract others
Be respectful of others as well as property
Students need to be deemed competent in all aspects of the
course to continue into the second year of it