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: 

Edit and prepare audio, video and 3D content for multimedia 
SAQA US ID UNIT STANDARD TITLE
13808  Edit and prepare audio, video and 3D content for multimedia 
ORIGINATOR
SGB Audio-visual Media Production 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Communication Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  6 
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 is for persons required to accept recorded audio and video material, select the edits, edit, digitise the content and test the final digitised material to check that it works.
People credited with this standard will be able to:
  • Identify, assess, correct and digitise material for editing.
  • Assemble, create effects and finish the final edit.
  • Confirm that the quality of content in its edited digital format meets the specified quality standards.
  • Back-up and store the final material and file all documentation. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit value is based on the assumption that people starting to learn towards this unit standard are already competent in the following or equivalent:
  • Communication at level 4
  • Mathematical literacy at level 4
  • Computer literacy level 3
  • Basic Audio and Video Theory level 4
  • Digital compression theory level 4 
    		•

    UNIT STANDARD RANGE 
    The following areas apply to the whole unit standard:

    Web design, CD-ROM, DVD, Intranet, interactive email, interactive hand-held devices, interactive television.

    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Transfer and assemble content into digital formats. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The requirements for transferring and assembling accurately from production and design information are identified. 

    ASSESSMENT CRITERION 2 
    2. Content items to be transferred are accessed and they are confirmed and complete and fit for transfer. 

    ASSESSMENT CRITERION 3 
    3. Defects and shortfalls in the content are promptly remedied. 

    ASSESSMENT CRITERION 4 
    4. The resources required to complete the transfer accurately are identified and prepared for operation. 

    ASSESSMENT CRITERION 5 
    5. The means of transfer and related equipment are confirmed to be appropriate to the format of the content to be transferred. 

    ASSESSMENT CRITERION 6 
    6. Audio, video or 3D parameters are tested with the source tape test signal and adjusted accurately to give the required signal levels. 

    ASSESSMENT CRITERION 7 
    7. Video, Audio or 3D sources are matched to the recording medium and the sound track input. 

    ASSESSMENT CRITERION 8 
    8. Problems or faults in the equipment are promptly identified and remedied. 

    ASSESSMENT CRITERION 9 
    9. Transfers are completed within specified deadlines. 

    ASSESSMENT CRITERION 10 
    10. Content quality in its digital format meets the specified standards. 

    ASSESSMENT CRITERION 11 
    11. When difficulties in transfer cannot be resolved by the individual, help is sought promptly from an authoritative resource. 

    ASSESSMENT CRITERION 12 
    12.Transferred material is assembled and stored in the order and locations specified in the production schedule. 

    SPECIFIC OUTCOME 2 
    Select edits to meet the specifications of the project. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The functions of the content items are clarified and confirmed by reference to the appropriate specifications. 

    ASSESSMENT CRITERION 2 
    2. Vague, incomplete or ambiguous information is clarified with an authoritative source. 

    ASSESSMENT CRITERION 3 
    3. Content items already in digital form, are compared and contrasted accurately with specifications and their fit with requirements. 

    ASSESSMENT CRITERION 4 
    4. Changes and modifications to content items which need to be made in order to meet the specifications are identified and recorded accurately for processing. 

    ASSESSMENT CRITERION 5 
    5. The ease with which content items can be integrated to achieve the completed product, are assessed. 

    ASSESSMENT CRITERION 6 
    6. Edits needed to ease the integration are noted. 

    ASSESSMENT CRITERION 7 
    7. Details of all recommended edits are collated to create an edit decision list. 

    ASSESSMENT CRITERION 8 
    8. Edit decision list is written up in the accepted format. 

    SPECIFIC OUTCOME 3 
    Edit content to meet project specifications. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Decision makers are given sufficient time and opportunities to review the edit decision list to offer constructive feed back and provide amendments very necessary. 

    ASSESSMENT CRITERION 2 
    2. Proposed edit decisions are reviewed and judged for their potential to meet specifications. 

    ASSESSMENT CRITERION 3 
    3. Weaknesses in specifications, which are identified when reviewing editing decisions, are evaluated for their impact on the product and constructive alternatives are proposed. 

    ASSESSMENT CRITERION 4 
    4. Final edit decision list is agreed with the decision makers, recorded accurately and stored securely. 

    ASSESSMENT CRITERION 5 
    5. Edits within the agreed time scales and budgets are achieved. 

    ASSESSMENT CRITERION 6 
    6. Edits are reviewed and confirmed as accurate against the edit decision list. 

    ASSESSMENT CRITERION 7 
    7. Edited content is assessed for its quality and relevance and content which fails to meet standards is brought to an acceptable condition. 

    SPECIFIC OUTCOME 4 
    Back-up and store the final material and file all documentation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Final material is backed up securely to stated specifications. 

    ASSESSMENT CRITERION 2 
    2. Edit decision list and supporting documentation is securely filed. 

    ASSESSMENT CRITERION 3 
    3. Equipment is prepared to commence next project. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.

    Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA.

    Moderation Option:
    Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate`s performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard
    The following embedded knowledge is addressed in an integrated way in the unit standard:
    1. Knowledge of the principles underlying the workings of multimedia
    2. Understanding and evaluating the requirements of a brief
    3. An understanding of the communication process in regard to multimedia
    4. Effective communication techniques including active listening, questioning and non-verbal communication
    5. Being able to work in a team 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking to combine design elements using authoring tools to create interactive products. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community to assess the effectiveness of the integration of the design elements. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively to assess the organisational and self-management activities. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to assess the effectiveness of the integration of the design elements. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and / or language skills in the modes of oral and / or written presentations to combine design elements using authoring tools to create interactive products. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others to combine design elements using authoring tools to create interactive products. 

    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 to assess the effectiveness of the integration of the design elements. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
    1. 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, then focus assessment around each specific outcome, or groups of specific outcomes.
    2. 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 candidate is able to perform in the real situation.
    3. 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.
    4. 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.
    5. The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate 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.
    6. 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. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  57607   National Certificate: 3D Animation and Visual Effects  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. Mpande Technologies cc 
    2. QUARPHIX (PTY) LTD 
    3. 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.