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: 

Storyboard scripts for 3D animation and visual effects 
SAQA US ID UNIT STANDARD TITLE
242544  Storyboard scripts for 3D animation and visual effects 
ORIGINATOR
SGB Audio-visual Media Production 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Media Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 6  Level TBA: Pre-2009 was L6  10 
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 
The purpose of the learning is to be able to develop image sequences to present stories for 3D animation and visual effect products. Credited learners are able to generate their own technical specifications, and not simply working from templates. They can test technical specifications and convert figures into sequential drawings and test timing, and are able to visualise, from one medium to another.

Good storyboarding limits wasting of resources in the 3D animation process, and improves marketing ability by making visible an idea. Storyboarding is a transferable competence, used not only in the field of 3D animation and visual effects, but also in advertising, film and video production, etc. Credited learners also improve their ability to learn as they are able to analyse information, use the results of their analysis to take action, and evaluate their own work.

Credited learners are capable of:
  • Analyse given specifications in terms of technical requirements.
  • Convert analysis of given specifications into storyboards.
  • Create animatics from storyboards.
  • Evaluate storyboards in terms of specified requirements. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this unit standard is based on the assumption that learners have already attained the following competencies:
  • Describe, represent, analyse and explain changes in shape and motion in 2- and 3-dimensional space with justification (NLRD ID 7484).
  • Communication and language skills (NQF Level 4). 
    		•

    UNIT STANDARD RANGE 
    Range statements are provided where relevant with specific outcomes and assessment criteria. Storyboarding means developing image sequences that tell stories; storyboards can be conceptual, for presentations, or for productions. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse given specifications in terms of technical requirements. 
    OUTCOME RANGE 
    Given specifications include screenplays; technical requirements include visual and audio requirements. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Given specifications are broken down into all essential elements for specific storyboards. 

    ASSESSMENT CRITERION 2 
    Given specifications are analysed according to visual and audio representation, animation, timing and rendering requirements. 

    ASSESSMENT CRITERION 3 
    Check-up lists to ensure that recording of analysis process meets agreed organisational requirements for best practice are completed. 
    ASSESSMENT CRITERION RANGE 
    Recording includes, for example, documenting analysis using thumbnail sketches.
     

    ASSESSMENT CRITERION 4 
    Reference material used is checked for compliance with relevant for specific analysis. 
    ASSESSMENT CRITERION RANGE 
    Reference material can include legislation, recorded sound, video, etc.; generic materials can be bought, or own materials can be generated, for example, taking photographs.
     

    ASSESSMENT CRITERION 5 
    Specification of technical requirements is checked for compliance with agreed format requirements. 
    ASSESSMENT CRITERION RANGE 
    Specification is generated by the learner, not using given templates.
     

    SPECIFIC OUTCOME 2 
    Convert analysis of given specifications into storyboards. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Camera angles used in storyboards are checked for compliance with specific requirements. 

    ASSESSMENT CRITERION 2 
    Storyboards, including camera angles are checked for compliance with viewer needs and requirements. 

    ASSESSMENT CRITERION 3 
    Visual sequence is checked if it accurately conveys tempo, movement within shots, and camera angles and key poses. 

    ASSESSMENT CRITERION 4 
    Check-up lists to ensure that storyboards have the required look, feel, tone and context of specific animations and elements are integrated consistent with the required look, feel, tone and context are completed. 

    ASSESSMENT CRITERION 5 
    The compliance of the storyboard style with original animation/visual effects purpose/concepts is ensured. 

    ASSESSMENT CRITERION 6 
    Storyboards indicate what is required of production processes. 

    ASSESSMENT CRITERION 7 
    Presentation compliance with the requirements of the story is ensured. 

    ASSESSMENT CRITERION 8 
    Final storyboards are produced according to given requirements. 

    ASSESSMENT CRITERION 9 
    The compliance of the storyboards with budget costs, time frame and technical requirements is ensured. 

    SPECIFIC OUTCOME 3 
    Evaluate animatics from storyboards. 
    OUTCOME RANGE 
    Animatics refer to visual representation of storyboards, are usually edited to a soundtrack and are time-based. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Reference material used is checked for relevance for specific analysis. 

    ASSESSMENT CRITERION 2 
    Animatics are explained in terms of cost and time available. 

    ASSESSMENT CRITERION 3 
    Animatics are checked for feasibility in terms of given budget. 

    ASSESSMENT CRITERION 4 
    Animatics checked for compliance with requirements of agreed scope and purpose. 

    ASSESSMENT CRITERION 5 
    Animatics created from storyboards are checked for feasibility and appropriateness in terms of script requirements and reference materials. 

    ASSESSMENT CRITERION 6 
    Timing of animatics is synchronised with soundtracks when required. 

    SPECIFIC OUTCOME 4 
    Evaluate storyboards in terms of specified requirements. 
    OUTCOME RANGE 
    Evaluation includes audio with storyboards. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Given criteria are identified and described accurately. 

    ASSESSMENT CRITERION 2 
    Evaluation is ensured that it includes consultation with all relevant persons and feedback is obtained from all relevant persons. 

    ASSESSMENT CRITERION 3 
    A list of recommended improvements is kept. 

    ASSESSMENT CRITERION 4 
    Check-up lists to ensure the adherence to relevant animation principles are kept at all times. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Specifications such as screenplays, and visual and audio technical requirements.
  • Essential elements for storyboards and storyboard look, feel, tone and context.
  • Visual representation, animation, timing and rendering requirements.
  • Recording of analysis process, for example, using thumbnail sketches.
  • Reference materials, such as legislation, recorded sound, video, etc.
  • Camera angles used in storyboards.
  • Viewer needs and requirements.
  • Visual sequence, tempo, movement within shots, camera angles and key poses.
  • Look, feel, tone and context of animations.
  • Storyboard style.
  • Production processes and requirements.
  • Animatics.
  • Principles of animation. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when storyboards meet viewer needs and requirements. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when storyboards meet budget, time frame and technical requirements. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to analyse given specifications in terms of technical requirements. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to convert analysis of given specifications into storyboards. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others to create animatics from storyboards. 

    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 evaluate storyboards in terms of specified requirements. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    Notes to assessors:

    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • 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, focus assessment around each specific outcome, or groups of specific outcomes.
  • 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 learner is able to perform in the real situation.
  • 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.
  • 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.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner 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.
  • 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. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  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.