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.

Particle systems may include:
3-D or 2-D system that simulates effects, such as:
blood
clouds
dust
explosions
falling leaves
fire
fog
fur
grass
hair
light
meteor trails
moving water
rain
snow
sparks
splashing water
3-D or 2-D system that creates abstract effects, such as:
glowing trails
magic effects.
Fluids may include:
3-D or 2-D simulation of effects, such as:
blood
gas
lava
oil
plasma
water.
Bodies may include:
soft or rigid
fluids
primitives
solids.
Brief and documents may include:
concept drawings, such as:
illustrations
models
sketches
designer notes
development environment description
game design document
game-play designs
help notes
information design
operating manual
storyboard
style and design principles
style and medium
target market information
technical design document
technical design review process.
Advanced simulated effects may include:
fluids
particle systems
rigid bodies
soft bodies.
Media may include:
designs
games
images
movies
videos.
3-D environments may include:
3-D animations
3-D games.
Design considerations may include:
aesthetics
genre
target market
cultural context
resource limitations and constraints.
Personnel may include:
animators
concept artists
game-play designers
graphic designers
instructional designers
modellers
motion capture technicians
other specialist staff
other technical staff
producers
programmers
project manager
sound engineers
team members
technical director
writers.
Feedback may involve:
accepting and responding to comment, critique and suggestions from:
target audience representatives
clients
colleagues.
Programming languages may include:
3-D software embedded software language
C++
Java
Ruby on Rails.
Code may include:
code libraries
code objects
control loops
scripts.
Toolsets may include:
integrated development environments, such as:
Code::Blocks
Eclipse
Microsoft Visual Studio
Net Beans
game assets, such as:
current work files
development kits
existing digital product libraries, e.g. character models, environments, motion capture data and sound effects
game engines, including customised game engines
3-D modelling and animation software, such as:
3ds Max
Blender
Cinema 4D
Houdini
Lightwave
Maya
Modo
XSI
ZBrush
compositing software, such as:
after effects
digital fusion
flame
nuke
premier
smoke.
Creating prototype may involve:
bug fixing, bug databases, creating stable code bases and game tuning
building flexible systems, configurable by others
code review and test harnesses
designing and implementing tests and incorporating feedback from quality assurance
knowledge of games as dynamic systems:
applying advanced simulated effects strategies in light of feedback from relevant personnel
working with quality assurance and understanding test feedback
use of appropriate tools and skills for fast, interactive development.
Testing may include:
unit
integration
system.
Polish may involve enhancing:
game play
graphics
speed.
Requested form may include:
3-D application executable
3-D game executable
3-D rendered sequence.

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 ability to:
demonstrate knowledge of advanced simulated effects
adapt design according to feedback
develop advanced simulation effects according to a production plan
use appropriate effects, such as particles, fluids and rigid or soft bodies
use programming languages to assist the creation of advanced simulation effects
maintain a portfolio of reference materials
produce a polished and finalised deliverable.
Context of and specific resources for assessment
Assessment must ensure access to:
computer hardware, software, games engines and file storage
internet access for research purposes
copyright and intellectual property legislation
OHS legislation and enterprise policy
appropriate learning and assessment support when required
modified equipment for people with special needs.
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:
evaluation of fault finding
observation of working prototypes
verbal questioning or interview concerning aspects of development, including:
creation of advanced simulated effects
design and choice of advanced simulated effects
review of reports and logbooks
review of working polished deliverable.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, where appropriate.
Assessment processes and techniques must be culturally appropriate, and suitable to the communication skill level, language, literacy and numeracy capacity of the candidate and the work being performed.
Indigenous people and other people from a non-English speaking background may need additional support.
In cases where practical assessment is used it should be combined with targeted questioning to assess required knowledge.