Unit of competency Outline
Date retreived
21/07/2026 11:21 PM AWST
21/07/2026 11:21 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.
Create storyboards
Create storyboards
Unit of competency
National Code
CUFPPM404A
CUFPPM404A
State Code
D1170
D1170
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
06/10/2011
Field of Education
100101 - Music
Original Release Date
06/10/2011
Nominal Hours
60
Description
This unit describes the performance outcomes, skills and knowledge required to create storyboards.The creation of storyboards is a critical skill in the design and development of a broad range of digital content, including video, film, animation and interactive media.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Notes
Elements and Performance Criteria
Plan storyboards
- 1. In consultation with relevant personnel, clarify storyboard requirements for productions with reference to scripts and stories
- 2. Identify factors that affect type of storyboard to be created
- 3. Contribute ideas in pre-production meetings to help refine storyboard requirements
- 4. Research and select suitable amount of storyboard tools for a given purpose
- 5. Obtain sign-off from relevant personnel on the type of storyboard to be created
Draft storyboards
- 6. Break down content, scripts and stories into frames
- 7. Specify storyboard elements for each frame
- 8. Specify the logical linear or non-linear frame sequence, showing the connection between each frame
- 9. Provide descriptions for each frame
- 10. Seek feedback on work in progress from relevant personnel and incorporate ideas and feedback as appropriate
- 11. Ensure draft storyboards are clear and legible and show sufficient detail for production teams to use
Finalise storyboards
- 12. Present draft storyboards to relevant personnel for discussion and feedback
- 13. Refine storyboards as required to incorporate feedback
- 14. Ensure that final storyboards present accurate visual interpretations of scripts, stories or text and meet all agreed specifications
- 15. Make back-up copies of storyboards as required according to organisational procedures
- 16. Submit storyboards to relevant personnel by agreed deadlines
- 17. Review the process of creating storyboards and note areas for improvement
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:
asset creators
authors
clients
content experts
directors
graphic designers
information architects
navigation designers
other writers
producers
programmers
scriptwriters
user interface designers
other technical/specialist staff.
Productions may include:
animated films
animations
commercials
feature films
interactive media products, such as:
e-learning products
websites
games
promotional products
information products
music videos
short films
television productions.
Factors may include:
animation requirements
availability of personnel
availability of resources
budget
delivery platform, including:
internet
CD/DVD
video
film
games console
kiosk
mobile telephone
personal digital assistant (PDA)
print media
graphic requirements
length of script or story
style of production, including:
comic
drama
educational
light entertainment
target audience
timelines.
Storyboard tools may include:
digital software, such as:
PowerPoint
Inspiration
StoryBoard Artist Studio
StoryBoard Pro
paper and cards
pen and pencil
storyboard sheets
templates.
Frames may include:
key frames for animation
moments for film and video
pages for websites
scenes
screens for interactive media
shots.
Storyboard elements may include:
actor's movement
backgrounds
camera angles
camera shots, such as:
extreme close-up
close-up
medium shot
long shot
extreme long shot
decisions
directions
frame composition
lighting
props
sets.
Descriptions for frames may include:
dialogue
duration
media
narration
script elements
sequence number
shot composition, such as:
static
zoom
tilt
pan
dolly
track
sound effects
speech bubbles
text content
transitions, such as:
simple cut
black
fade in and fade out.
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:
asset creators
authors
clients
content experts
directors
graphic designers
information architects
navigation designers
other writers
producers
programmers
scriptwriters
user interface designers
other technical/specialist staff.
Productions may include:
animated films
animations
commercials
feature films
interactive media products, such as:
e-learning products
websites
games
promotional products
information products
music videos
short films
television productions.
Factors may include:
animation requirements
availability of personnel
availability of resources
budget
delivery platform, including:
internet
CD/DVD
video
film
games console
kiosk
mobile telephone
personal digital assistant (PDA)
print media
graphic requirements
length of script or story
style of production, including:
comic
drama
educational
light entertainment
target audience
timelines.
Storyboard tools may include:
digital software, such as:
PowerPoint
Inspiration
StoryBoard Artist Studio
StoryBoard Pro
paper and cards
pen and pencil
storyboard sheets
templates.
Frames may include:
key frames for animation
moments for film and video
pages for websites
scenes
screens for interactive media
shots.
Storyboard elements may include:
actor's movement
backgrounds
camera angles
camera shots, such as:
extreme close-up
close-up
medium shot
long shot
extreme long shot
decisions
directions
frame composition
lighting
props
sets.
Descriptions for frames may include:
dialogue
duration
media
narration
script elements
sequence number
shot composition, such as:
static
zoom
tilt
pan
dolly
track
sound effects
speech bubbles
text content
transitions, such as:
simple cut
black
fade in and fade out.
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:
creation of clear and logical storyboards that meet specified requirements
ability to visualise creative concepts
ability to work effectively as a member of a production team.
Context of and specific resources for assessment
Assessment must ensure:
access to scripts, stories or texts that can be used as the basis for creating storyboards
access to current industry-standard software as listed in the range statement
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
evaluation of at least two storyboards created by the candidate
observation of a candidate presenting his/her storyboard to team members and explaining how it meets agreed requirements
written or oral questioning to test knowledge of the process followed to create a storyboard and the respective roles and responsibilities of team members.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
BSBCRT402A Collaborate in a creative process
CUFDIG402A Design user interfaces
CUFDIG502A Design web environments
CUFDIG503A Design e-learning resources
CUFDIG504A Design games
CUFDIG505A Design information architecture
CUFDIG506A Design interaction
CUFDIG507A Design digital simulations.
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:
creation of clear and logical storyboards that meet specified requirements
ability to visualise creative concepts
ability to work effectively as a member of a production team.
Context of and specific resources for assessment
Assessment must ensure:
access to scripts, stories or texts that can be used as the basis for creating storyboards
access to current industry-standard software as listed in the range statement
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
evaluation of at least two storyboards created by the candidate
observation of a candidate presenting his/her storyboard to team members and explaining how it meets agreed requirements
written or oral questioning to test knowledge of the process followed to create a storyboard and the respective roles and responsibilities of team members.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
BSBCRT402A Collaborate in a creative process
CUFDIG402A Design user interfaces
CUFDIG502A Design web environments
CUFDIG503A Design e-learning resources
CUFDIG504A Design games
CUFDIG505A Design information architecture
CUFDIG506A Design interaction
CUFDIG507A Design digital simulations.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C4116 | CUFANM03A | Produce storyboard for animation | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWH49 | CUAPPM407 | Create storyboards | Unit of competency |