Unit of competency Outline
Date retreived
21/07/2026 11:18 PM AWST
21/07/2026 11:18 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Apply a general knowledge of lighting to work activities
Apply a general knowledge of lighting to work activities
Unit of competency
National Code
CUFLGT101A
CUFLGT101A
State Code
D1141
D1141
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
16/03/2012
Field of Education
120505 - Work Practices Programmes
Original Release Date
16/03/2012
Nominal Hours
50
Description
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.
Notes
Elements and Performance Criteria
Make preparations for lighting set-up
- 1. Confirm work requirements with relevant personnel with reference to designated lighting plans
- 2. Correctly identify appropriate rigging and positioning points for lights and lighting equipment
- 3. Correctly identify cables and connectors used with different lighting components
- 4. Identify and sort lighting equipment and accessories in preparation for set-up, ensuring appropriate handling and taking account of equipment differences
- 5. Follow enterprise procedures and comply with OHS requirements at all times
Complete tasks using lighting equipment
- 6. Correctly use a lighting desk to bring up channels for focusing and adjustment
- 7. Correctly and safely power up dimmers and set up patch system
- 8. Attach light beam control accessories to ensure use of lights is according to instructions and procedures
- 9. Correctly handle cables, including rolling/unrolling, storage and safe manual handling
- 10. Identify problems with equipment promptly, take action within the scope of individual responsibility or report to relevant personnel
- 11. Check and replace spares and consumables and ensure production equipment is ready and available to productions at specified locations
- 12. Communicate appropriately with relevant personnel, clients or the public during the completion of tasks
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 may include:
camera crew
clients
customers
lighting designer
lighting technicians
performers/actors
special effects operators
supervisor.
Lights and lighting equipment may include:
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.
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.
Dimmers may include:
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.
Patch system may include:
automated lighting, i.e. direct power and data lines required (no dimmer)
distributed dimming, e.g. dimmers located where required
distributed patching, e.g. patch lines from a single dimmer to lights
dual systems, i.e. combination of both layouts as above.
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 filament and lantern life)
identifying the correct replacement lamp and wattage of lanterns
identifying the different types of lamp bases
knowing how heat is dissipated by a lantern
using correct bubble handling techniques.
Spares and consumables may include:
batteries
bulbs
cables
cables
fuses
gaffer tape
gels.
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 may include:
camera crew
clients
customers
lighting designer
lighting technicians
performers/actors
special effects operators
supervisor.
Lights and lighting equipment may include:
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.
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.
Dimmers may include:
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.
Patch system may include:
automated lighting, i.e. direct power and data lines required (no dimmer)
distributed dimming, e.g. dimmers located where required
distributed patching, e.g. patch lines from a single dimmer to lights
dual systems, i.e. combination of both layouts as above.
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 filament and lantern life)
identifying the correct replacement lamp and wattage of lanterns
identifying the different types of lamp bases
knowing how heat is dissipated by a lantern
using correct bubble handling techniques.
Spares and consumables may include:
batteries
bulbs
cables
cables
fuses
gaffer tape
gels.
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 following is essential:
completion of lighting-related tasks according to health and safety procedures
recognition of lighting equipment, including key features and purpose.
Context of and specific resources for assessment
Assessment must ensure:
practical demonstration of skills through the completion of a range of preparatory and set-up tasks with industry-standardlighting 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.
Method of assessment
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
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.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSOHS301A Follow occupational Health and safety procedures
CUETGE15B Handle physical elements safely during bump in/bump out.
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 following is essential:
completion of lighting-related tasks according to health and safety procedures
recognition of lighting equipment, including key features and purpose.
Context of and specific resources for assessment
Assessment must ensure:
practical demonstration of skills through the completion of a range of preparatory and set-up tasks with industry-standardlighting 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.
Method of assessment
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
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.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSOHS301A Follow occupational Health and safety procedures
CUETGE15B Handle physical elements safely during bump in/bump out.
No information
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