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: 

Render files for animation 
SAQA US ID UNIT STANDARD TITLE
242541  Render files for animation 
ORIGINATOR
SGB Audio-visual Media Production 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Media Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  8 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 learning is to be able to render files, including frame and sequence rendering, for animation using the appropriate software effectively. Credited learners render scenes of specified quality given specific processing capacity and project requirements.

Good rendering limits wasting of resources in the animation process, and ensures the quality of the final product. Rendering is a transferable technical competence. Credited learners also improve their ability to learn as they are able to analyse information, use the results of their analysis to take action, and evaluate their own work.

Credited learners are capable of:
  • Analysing storyboard requirements for rendering.
  • Rendering scenes using appropriate software effectively.
  • Recording rendering information for future access.
  • Testing rendering and evaluating quality of renders against specifications. 
    		•

    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:
  • Describe, represent, analyse and explain changes in shape and motion in 2- and 3-dimensional space with justification (NLRD ID 7484).
  • Communication and language (NQF Level 4).
  • Computer literacy. 
    		•

    UNIT STANDARD RANGE 
    Range statements are provided where relevant with specific outcomes and assessment criteria. Rendering should include frame and sequence rendering. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse storyboard requirements for rendering. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Recording of analysis processes meets agreed organisational requirements for best practice. 

    ASSESSMENT CRITERION 2 
    Analysis verifies all previous evaluations. 

    ASSESSMENT CRITERION 3 
    Analysis takes into account compositing and final rendering requirements. 

    ASSESSMENT CRITERION 4 
    File structures implemented represent the layers of composites simply and logically. 

    ASSESSMENT CRITERION 5 
    Analysis takes into account camera requirements of renders. 

    SPECIFIC OUTCOME 2 
    Render scenes using appropriate software effectively. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Organisational and project requirements are adhered to. 
    ASSESSMENT CRITERION RANGE 
    Organisational requirements can include computer network requirements.
     

    ASSESSMENT CRITERION 2 
    Available processing capacity is used efficiently in terms of constraints and project specifications. 
    ASSESSMENT CRITERION RANGE 
    Processing capacity can include network and computer capacity.
     

    ASSESSMENT CRITERION 3 
    Packages selected are appropriate for project and maximum efficient use of time and visual style of projects. 

    ASSESSMENT CRITERION 4 
    Output formats and resolutions are appropriate for intended users and uses. 
    ASSESSMENT CRITERION RANGE 
    Output format includes all common formats and various ratios.
     

    ASSESSMENT CRITERION 5 
    Estimation of time and storage required is accurate for specific rendering tasks. 

    SPECIFIC OUTCOME 3 
    Record rendering information for future access. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Information is recorded accurately. 

    ASSESSMENT CRITERION 2 
    All relevant information is recorded. 
    ASSESSMENT CRITERION RANGE 
    Relevant information includes decisions.
     

    ASSESSMENT CRITERION 3 
    Records allow for future access to previous versions and changes. 

    ASSESSMENT CRITERION 4 
    Legal requirements are adhered to. 
    ASSESSMENT CRITERION RANGE 
    Legal requirements include legislation regarding copyright, intellectual property, etc.
     

    ASSESSMENT CRITERION 5 
    Given deadlines and time frames are met and time is used efficiently. 
    ASSESSMENT CRITERION RANGE 
    Efficiency refers to time and costs.
     

    SPECIFIC OUTCOME 4 
    Test rendering and evaluate quality of renders against specifications. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Renders have no unwanted artefacts or distortions. 
    ASSESSMENT CRITERION RANGE 
    Warping or distortion of textures, introduction of flickering, glowing or blurred motion.
     

    ASSESSMENT CRITERION 2 
    Testing is against own rendering specifications set. 

    ASSESSMENT CRITERION 3 
    Evaluation includes consultation with all relevant persons and feedback is obtained from all relevant persons. 

    ASSESSMENT CRITERION 4 
    Improvements are recommended where relevant. 

    ASSESSMENT CRITERION 5 
    Rendered output has correct number of frames per second. 
    ASSESSMENT CRITERION RANGE 
    Correct number refers to all common broadcast or film formats.
     

    ASSESSMENT CRITERION 6 
    Images are rendered within title and action safe limitations. 

    ASSESSMENT CRITERION 7 
    Correct resolution and aspects ratios are maintained. 

    ASSESSMENT CRITERION 8 
    No frames are dropped in renders. 


    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:
  • Storyboard requirements for rendering.
  • Compositing and final rendering requirements.
  • File structures and layers of composites.
  • Camera requirements of renders.
  • Computer network requirements.
  • Available network and computer processing capacity.
  • Visual style.
  • Output formats and resolutions.
  • Unwanted artefacts or distortions.
  • Number of frames per second.
  • Title and action safe limitations.
  • Resolution and aspects ratios.
  • Frames and frame dropping.
  • Principles of animation. 
    		•

    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 when images are rendered within title and action safe limitations. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when output formats and resolutions are appropriate for intended users and uses. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when available processing capacity is used efficiently in terms of constraints and project specifications. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to analyse storyboard requirements for rendering. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to record rendering information for future access and when evaluation includes consultation with all relevant persons and feedback is obtained from all relevant persons. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others to render scenes using appropriate software effectively, and test rendering and evaluate quality of renders against specifications. 

    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 when analysis takes into account camera requirements of renders and packages selected are appropriate for project and maximum efficient use of time and visual style of projects. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Notes to assessors:

    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, 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. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  57607   National Certificate: 3D Animation and Visual Effects  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 
    Elective  57611   National Certificate: 2D Animation  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 


    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.
     
    1. Mpande Technologies cc 
    2. QUARPHIX (PTY) LTD 
    3. VUTHLARI MARKETING CONSULTING 


    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.