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: 

Generate animation breakdowns and timelines 
SAQA US ID UNIT STANDARD TITLE
242640  Generate animation breakdowns and timelines 
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  4 
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 
This unit standard requires learners to be able to create and read the formats that animation is quantified by in final productions. Animation breakdowns and timelines are used as a structural and organisational tool once animation starts and as a communication tool between different people working on specific projects. Credited learners can create time lines for animation, and can read at least one standardised format for frame by frame direction to animators and camera persons spanning all elements of production.

Accurate animation breakdowns and timelines is a prerequisite for quality animation and impacts significantly on the quality of animation output. The ability to structure and organise visual content on a time line is a transferable set of competence that can be applied in many visual art or related fields, including animation. In addition, competence to present information in a specified format is generic and can be applied in many other fields.

Credited learners are capable of:
  • Identifying key positions according to animation principles.
  • Reading standardised formats for timing of animation.
  • Creating breakdowns according to source materials.
  • Presenting breakdowns using standardised formats. 
    		•

    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 the learner has already achieved the following competencies:
  • Art, drawing and design (visual literacy) at NQF Level 4.
  • Language and communication at NQF Level 4 in one language.
  • Mathematic literacy at NQF Level 4.
  • Computer literacy at NQF Level 4.
  • Understanding relevant physics concepts such as Newtonian laws of mass in motion (NQF Level 4). 
    		•

    UNIT STANDARD RANGE 
  • Animation breakdowns could include exposure sheets, dope sheets, etc.
  • Animation breakdowns should include all elements in each scene, as well as overall scenes.
  • Breakdowns include breakdown for visual and/or sound components (e.g. music, sound and lip sync breakdown).
  • Standardised formats tell animators what will happen when in the animation. Learners are required to achieve competence in one format for frame by frame direction to animators and camera persons spanning all elements of production.
  • Other range statements are included in the unit standard with specific outcomes and assessment criteria, where relevant. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify key positions according to animation principles. 
    OUTCOME RANGE 
    Identification of key positions includes separating out elements and relationships between elements in motion. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The level of detail meets prescribed criteria. 

    ASSESSMENT CRITERION 2 
    Key positions are identified for all separate elements. 

    ASSESSMENT CRITERION 3 
    Key positions reflect all relationships between elements. 

    ASSESSMENT CRITERION 4 
    Different elements are differentiated on different timelines. 

    ASSESSMENT CRITERION 5 
    Key positions conform to motion treatments. 

    ASSESSMENT CRITERION 6 
    Key position identification is approached using an agreed method. 

    ASSESSMENT CRITERION 7 
    Consistency is maintained. 

    SPECIFIC OUTCOME 2 
    Read standardised formats for timing of animation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Content can be communicated to other relevant persons. 

    ASSESSMENT CRITERION 2 
    Information is used to create animation according to standardised formats for timing. 

    ASSESSMENT CRITERION 3 
    Own and others' tasks and their interactions are accurately identified. 

    ASSESSMENT CRITERION 4 
    Potential timing problems are accurately identified. 

    ASSESSMENT CRITERION 5 
    Important parts of scenes are identified from standardised formats and implications for editing are accurately identified. 

    ASSESSMENT CRITERION 6 
    Relationships between different given timelines and between visuals and sound are read correctly. 

    ASSESSMENT CRITERION 7 
    Terminology of post production and format is accurate. 

    ASSESSMENT CRITERION 8 
    Reading is approached using an agreed method. 

    ASSESSMENT CRITERION 9 
    Consistency is maintained. 

    SPECIFIC OUTCOME 3 
    Create breakdowns according to source materials. 
    OUTCOME RANGE 
    Ssource materials include script, storyboards, treatment, etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Level of detail meets prescribed criteria. 

    ASSESSMENT CRITERION 2 
    Important parts of scenes are accurately identified from standardised formats and implications for editing are accurately identified. 

    ASSESSMENT CRITERION 3 
    Reference is made to all relevant bodies of knowledge. 
    ASSESSMENT CRITERION RANGE 
    Bodies of knowledge include storyboards, motion treatments etc.
     

    ASSESSMENT CRITERION 4 
    Timing problems and conflicts are accurately identified and resolved. 

    ASSESSMENT CRITERION 5 
    Breakdowns are feasible in terms of animation processes, available technology, and division of labour. 

    ASSESSMENT CRITERION 6 
    Breakdown scenes are accurate down to specified levels, break up of scenes are at key points and sounds selected as sync points are appropriate for effective synchronisation. 

    ASSESSMENT CRITERION 7 
    All moving elements are accounted for and different time lines are created for different characters. 

    ASSESSMENT CRITERION 8 
    Relevant perceptual adjustments are made for sync. 

    SPECIFIC OUTCOME 4 
    Present breakdowns using standardised formats. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Terminology of post production and formats is accurate. 

    ASSESSMENT CRITERION 2 
    Breakdowns are clear and neat. 

    ASSESSMENT CRITERION 3 
    Content of breakdowns can be communicated to other relevant persons. 

    ASSESSMENT CRITERION 4 
    Breakdowns adhere to agreed numbering systems. 

    ASSESSMENT CRITERION 5 
    Breakdowns are approached using an agreed method. 

    ASSESSMENT CRITERION 6 
    Consistency is maintained. 

    ASSESSMENT CRITERION 7 
    Breakdowns conform to accepted format of sound and music breakdown. 
    ASSESSMENT CRITERION RANGE 
    Accepted format refers to standardised, prescribed sheet.
     

    ASSESSMENT CRITERION 8 
    Prescribed numbering systems are adhered to. 


    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.
  • Recommended ETQA: MAPPP-SETA ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Standardised formats and criteria (e.g. consistency) for animation breakdown.
  • Numbering systems.
  • Key positions, separate elements and relationships between elements in motion.
  • Animation principles.
  • Level of detail required of animation breakdowns.
  • Motion treatment requirements.
  • Methods for identifying key positions and reading animation breakdowns.
  • Timing problems and conflicts, and methods and strategies for resolving such problems and conflicts.
  • Important parts of scenes and implications for editing.
  • Relationships between different given timelines and between visuals and sound.
  • Terminology of post production and format.
  • Breakdown feasibility in terms of animation processes, technology, and division of labour.
  • Breakdown scenes, levels, and break up of scenes at key points, including format of sound and music breakdown.
  • Synchronisation, sound, sync points and perceptual adjustments. 
    		•

    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 potential timing problems are accurately identified, and timing problems and conflicts are accurately identified and resolved. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when own and others' tasks and their interactions are accurately identified. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when consistency is maintained and information is used to create animation according to standardised formats for timing. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to identify key positions according to animation principles. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to read standardised formats for timing of animation and to present breakdowns using standardised formats. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others to create breakdowns according to source materials. 

    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 key positions reflect all relationships between elements and important parts of scenes are identified from standardised formats and implications for editing are accurately identified. 

    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  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. QUARPHIX (PTY) LTD 
    2. 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.