SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Select areas of specialisation in film, television and video production 
SAQA US ID UNIT STANDARD TITLE
117536  Select areas of specialisation in film, television and video production 
ORIGINATOR
SGB Audio-visual Media Production 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Communication Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  15 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 
2004-12-02  2007-12-02  SAQA 0657/04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-12-02   2011-12-02  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
The purpose of the unit standard is to enable learners to gain access to areas of specialisation in film, television and video by ensuring that learners are able to make informed decisions. Learners credited with this unit standard are able to gather information about the various areas of film, television and video specialisation. Credited learners are able to describe the equipment, materials and tools that are relevant for the areas of specialisation, and how these operate as part of the film, television and video production process. Learners are required to choose areas of specialisation, based on an assessment of their own strengths and weaknesses. Learners are required to attain the specific outcomes in relation to one area from film, television and video production, as well as any other two from the creative and/or technical areas of film, television and video production.

This level of informed decision ensures distribution of credited learners across the areas of specialisation, and is set to improve the quality of film, television and video production specialisation by ensuring a good fit between those that choose a specific career, and performance expected of those following the specific career path. By attaining the required competencies, learner employability is improved by ensuring that they are able to contribute to film, television and video productions within the context of overall production processes, thus preparing the learner for related and subsequent learning regarding film, television and video production.

Credited learners are capable of:
  • Gathering information regarding areas of specialisation within the film, television and video production process
  • Describing equipment, materials and tools relevant for specialisation areas in film, television and video production
  • Describing operations in relation to film, television and video production processes
  • Identifying their own strengths and weaknesses in order to make an informed decision regarding specialisation 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this unit standard is based on the assumption that learners have already attained the following competencies:
  • Communicating (reading, writing, speaking and presenting) at NQF Level 3
  • Working in a team 

  • UNIT STANDARD RANGE 
    Learners are required to attain the specific outcomes in relation to one area from film, television and video production, as well as any other two from the creative and/or technical areas of film, television and video production. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Gather information regarding areas of specialisation. 
    OUTCOME RANGE 
    Information about tasks, roles and responsibilities, suppliers of products and services, reporting, etc. are included 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Sources used for information gathering are appropriate for specified purposes of information gathering 

    ASSESSMENT CRITERION 2 
    Identified sources of information are appropriate for specific types of information sought 

    ASSESSMENT CRITERION 3 
    Sharing of information is with the right people and is in collaboration with other team members 

    ASSESSMENT CRITERION 4 
    Information is treated as confidential where appropriate 

    ASSESSMENT CRITERION 5 
    Specified information security requirements are adhered to at all times 

    ASSESSMENT CRITERION 6 
    Information collection is efficient in terms of achieving agreed, specified deadlines 

    ASSESSMENT CRITERION 7 
    Information collected is correct and verifiable 

    ASSESSMENT CRITERION 8 
    Information collected is complete in terms of specified information requirements 

    ASSESSMENT CRITERION 9 
    Storage of information ensures accessibility for future use 

    ASSESSMENT CRITERION 10 
    Selected modes of interaction and communication with sources are appropriate for specific contexts and source requirements 

    SPECIFIC OUTCOME 2 
    Describe equipment, materials and tools relevant for specific production processes. 
    OUTCOME RANGE 
    Description of equipment, materials and tools should include at least their uses and characteristics; equipment includes technical, communication, and support 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Relevant equipment, materials and tools are identified correctly 

    ASSESSMENT CRITERION 2 
    Distinctions between specific equipment, materials and tools based on purpose are correct 

    ASSESSMENT CRITERION 3 
    Reasons for selecting specific equipment, materials and tools over other are relevant for specified contexts 

    ASSESSMENT CRITERION 4 
    Selection of specific equipment, materials and tools is appropriate based on identified advantages and disadvantages 

    ASSESSMENT CRITERION 5 
    Uses and purpose described are appropriate and fit for purpose in specific contexts 

    ASSESSMENT CRITERION 6 
    Links between equipment, materials and tools are correct 

    ASSESSMENT CRITERION 7 
    Policies and procedures regarding equipment, materials and tools are adhered to at all times 

    ASSESSMENT CRITERION 8 
    Use of equipment, materials and tools is correct, and adheres to specified safety, health and environment requirements 

    SPECIFIC OUTCOME 3 
    Describe operations in relation to film, television and video production processes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Identified demand for, goals and purposes of film, television and video productions are justifiable in terms of verifiable evidence 

    ASSESSMENT CRITERION 2 
    Identified requirements for delivery towards production goals are efficient in terms of specified context requirements 
    ASSESSMENT CRITERION RANGE 
    Requirements should include schedules, resources, production content, procedures, systems, etc.
     

    ASSESSMENT CRITERION 3 
    Identified and described roles and responsibilities are relevant for specific contexts 

    ASSESSMENT CRITERION 4 
    Description of film, television and video production process is accurate for specified contexts 
    ASSESSMENT CRITERION RANGE 
    Pre production relate to scripts/ideas/notions, crews, requirements (technical and equipment, creative, artists, locations, placement and context, and production requirements), and resources; production processes refer to the use of resources; post production refers to editing, and producing against delivery requirements
     

    ASSESSMENT CRITERION 5 
    Description of codes of conduct and ethics, industry standards, jargon, etc. are appropriate for specific contexts 

    SPECIFIC OUTCOME 4 
    Identify own strengths and weaknesses in order to select areas of specialisation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Identified strengths and weaknesses are verifiable 

    ASSESSMENT CRITERION 2 
    Selection of specialisation areas is justified in terms of own strengths and weaknesses 

    ASSESSMENT CRITERION 3 
    Selection of specialisation areas is justified in terms of employment demand for own strengths and weaknesses 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Tasks, roles and responsibilities, suppliers of products and services, and reporting within the context of film, television and video production
  • Sources used for information gathering that are appropriate for specified purposes of information gathering
  • Types of information required regarding specialisation areas
  • Confidentiality of information where appropriate
  • Information security requirements
  • Information collection
  • Storage of information that ensures accessibility for future use
  • Modes of interaction and communication with sources
  • Technical, communication, and support equipment, materials and tools, their uses and their characteristics
  • Distinctions between specific equipment, materials and tools based on purpose
  • Reasons for selecting specific equipment, materials and tools over other
  • Advantages and disadvantages of specific equipment, materials and tools
  • Uses and purpose of equipment, materials and tools
  • Links between equipment, materials and tools
  • Policies and procedures regarding equipment, materials and tools
  • Specified safety, health and environment requirements for the use of equipment, materials and tools
  • Film, television and video production processes
  • Demand for, goals and purposes of film, television and video productions
  • Requirements for delivery towards production goals
  • Roles and responsibilities relevant for specific contexts
  • Codes of conduct and ethics, industry standards, jargon, etc. appropriate for specific contexts 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions regarding areas of specialisation 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community to share information with the right people and in collaboration with other team members 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively to collect information efficiently in terms of achieving agreed, specified deadlines, and adhering to policies and procedures regarding equipment, materials and tools 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information regarding areas of specialisation, and own strengths and weaknesses, to select appropriate areas of specialisation 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when selecting modes of interaction and communication with sources that are appropriate for specific contexts and source requirements 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when using equipment, materials and tools correctly, and adhering to specified safety, health and environment requirements 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation, to identify requirements for delivery towards goal efficiently in terms of specified context requirements 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 

  • UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  61450   Further Education and Training Certificate: Film and Television Production Operations  Level 4  NQF Level 04  Reregistered  2023-06-30  MICTS 
    Core  49120   Further Education and Training Certificate: Film, Television and Video Production Operations  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2007-12-02  Was MICTS until Last Date for Achievement 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.