Elements and Performance Criteria

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.
Tools and equipment may include:
computer with scripting software
media player
video recording, reviewing and editing equipment
monitor
offline medium
script template
stop watch
time code device
Key elements may include:
context
purpose
register
Source script is marked up to:
note in and out times for narration and other speech
note in and out times for supers, credits and other on-screen text
note technical problems
number paragraphs and cues
Issues may include:
quality of audio/visual source
censorship issues
client expectations
language such as jargon, dialect and idiomatic expression
allocation of time and resources
technical support
familiarity with technology
copyright
transfer issues
for Auslan target texts linguistic factors:
sign articulation in a 2D medium
appropriate non-manual and prosodic features
cohesion
welfare and safety issues
Matching to time may include:
may involve contacting author or client for suggestions and:
condensing length of text to fit in and out times
lengthening text with adjectives
matching text to frames
Adapting to image and audio delivery may include:
applying relevant subtitling conventions
reading target text aloud
using appropriate strategies to ensure that target language responds to demands of vision and audio delivery:
adjusting syntax in order to match words to screen image
attending to natural semantic order
keeping sentences short and simple
placing most important word at end of sentence
placing subject and verb in close proximity
presenting information linearly
re-casting relative clauses as separate sentences
Fit for purpose may include:
narration
re-voicing
supers, credits and on-screen text
for Auslan/English interpreter incorporate through picture-in-picture
Appropriate advisers may include:
client
editor
checking translator
specialist expert

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms the ability to translate audio and audiovisual source language tapes and scripts so that they may be narrated or re-voiced in a target language, or be used as subtitles or captioning to a video source text. This includes:
negotiating client and assignment requirements and issues associated with media sources and technology
identifying purposes, end product, quality mechanisms, and expectations
using specialist equipment, resources and glossaries
drafting and reviewing translations to reflect the purpose and conditions of the end use
maintaining consistency of register, style and terminology of target text and evaluate functional equivalence and fidelity as appropriate to purpose and target audience
analysing and adapting cultural and linguistic content as appropriate to purpose and target audience
matching to timing and adapting to image and audio delivery to maintain narrative flow
collaborating with clients, advisers and technical support
using high-order language skills, including the ability to code switch between spoken and written language, and to translate into spoken register
Context of and specific resources for assessment
Evidence for assessment of this unit of competency will make use of scenarios, case studies, experiences and, where possible, examples of interactions with colleagues and clients which illustrate a range of skills and strategies for translating multimedia source material.
Resources for assessment include:
examples of a range of texts produced from audiovisual sources
observation of candidate translating from audiovisual sources in real and simulated settings using appropriate available technology
scenarios which provide examples of:
a range of different client purpose, conditions and requirements
practical and technical issues and problems and how they are addressed
This competency will ideally be assessed in a multimedia environment with access to suitable equipment and technology reflecting current practice. While the content and scenarios may be simulated, evidence should reflect the conditions of real assignments in translating a range of multimedia source material for both scripts and sub-titles or captions.