SayPro SAQA Training Material 62069

Product Summary

Description

        1.

Current legislation and regulations are described and applied in radio production.
Industry-specific regulations are followed to ensure compliance with legislation and respect for people.
Industry-specific ethics are followed to ensure compliance with legislation and respect for people.
Quality of content is benchmarked against specified broadcasting requirements and standards.

2.
Relevant research methods are used for eliciting information for specific purposes.
> Range: Research includes applied research methods only, and not academic/basic research methods or experimental research methods.
Relevant information is selected for specific purposes.
Credible diverse sources are accessed and verified.
Agreed ethical requirements are adhered to and recorded.
Recorded information is accessed and verified.
Correct information is recorded in agreed format.
Information is recorded and updated within agreed time frames.

3.
Scripts are written for the ear (rather than the eye).
Style is relevant to given formats.
Writing interest value is relevant to specific audiences.
Text is checked and marked for incorrect grammar usage.
Language used is appropriate for specified contexts.
Scripts meet specified requirements (for example, length).
Text is presented in a correct word processing format that meets product requirements.

4.
Quality of content is benchmarked against specified broadcasting requirements and standards.
Research content is analysed according to requirements of radio medium and audience.
Agreed deadlines are met.

5.
Style is relevant to given formats (including running order).
Language is appropriate for specified contexts.
Style is appropriate for creating specified audience rapport.
> Range: Style includes – fluency, pace, tone, inflection, modulation, mood, projection.
Context includes – time of day.
Techniques for creating rapport could include: interaction with fellow contributors/listeners.

6.
Knowledge of group dynamics is applied to build teams.
Team functions are identified, explained and managed.
Teambuilding and enhancement principles and processes are explained and applied.

7.
Language is adjusted and made appropriate for specified contexts.
Ideas are generated according to style and format of given context.
Specifications that include required components are used.
> Range: Components include: purposes, objectives, duration, audience, time of day.
Given technical quality requirements and standards are sourced and adhered to.
Editing decisions are justified in terms of context requirements.
> Range: Edition decisions include those regarding: Flow, balance, interest, value, spec relevance.

8.
Audio levels are set and adjusted within production requirements.
Sound sources are managed and directed as required by programme sequence.
Microphone placement are set to achieve best voice quality.
Studio and field equipment are operated with fluency and without operational error.
Recording devices are used efficiently to obtain broadcast quality.
Audio output is monitored and evaluated within given criteria.

9.
Produce live and recorded studio items and programmes for broadcast.
Appropriate Sources are identified and selected to fit programme purpose.
Programme formats are observed and adhered to.
Storyline is formulated and scripted within programme requirements.
Programme elements are assembled in coherent and logical sequence.
Production activities falls within time constraints and deadlines.
Contributors and briefed to fit in programme requirements.
Content, timings and durations are monitored to fit within scripted requirements.

10.
Edits are technically correct.
Essence/message is retained without repetition.
All errors are removed (including superfluous information).
Time and duration requirements are met.
Equipment and editing software are used efficiently in terms of content and context requirements, and purpose.
Final mixes are tight (no gaps/dead air, smooth), clean, without technical abnormalities and meets broadcasting requirements and standards.
> Range: Mixes include levels, phasing, distortion, dropout.

11.
Questions are formulated to elicit responses relevant for purpose of interview.
Research is conducted to identify questions for broadcasting.
Fit for purpose question types are identified and managed according to agreed procedures.
Guests expectations are confirmed prior to interviews (their and of them).
Style and language are made relevant to given formats and contexts.
Management of procedures and processes is done in accordance with time frames and instructions.
Correct equipment is used according to given specifications.
Equipment is used unobtrusively.
Agreed interviewing standards are adhered to.
Panel moderation is conducted fairly and ensures compatibility with the original plan.

12.
Radio content is adapted to accommodate other media.
Content requirements are sourced.
Existing information is edited for use with other media.
Sound is selected and assembled to support visual images.

13.
Technological solutions are continually updated.
Sources of technological solutions are identified, approached and assessed for delivery capacity and quality.
Required equipment is appropriately secured and is in accordance with predetermined specifications.
Technological solutions are tested for efficacy.

14.
Equipment is selected and prepared for transmissions.
Material for transmission is secured timorously.
Transmission schedules are adhered to.
Resolution of disparities between schedule and elements meet specific context requirements.

Integrated Assessment:

The assessment criteria in the unit standards are performance-based, assessing applied competence, rather than only underpinning knowledge, or only skills. The critical cross-field outcomes are also achieved in the unit standards. In addition to the competence assessed to achieve the unit standards, learners must demonstrate that they can achieve the outcomes in an integrated manner, dealing effectively with different and random demands related to occupational and learning contexts, to qualify, and assessment approaches used should be appropriate for assessing applied competence. Integrated assessment is meaningful if there are clear relationships between the purpose statement, exit level outcomes and integrated assessment of this qualification.

Learners who qualify must be able to integrate concepts, ideas and behaviours across unit standards to achieve the purpose of the qualification. Evidence (as specified in the associated assessment criteria) is required that the learner is able to achieve the exit level outcomes of the qualification as a whole and in an integrated way, and thus its purpose, at the time of the award of the qualification.

Learners when being assessed against the unit standards may present evidence of integration, and separate assessment for integration may not be necessary. Workplace experience can be recognised when assessing towards this qualification. Integrated assessment should include observable performance as well as the quality of thinking behind such performance. Formative assessment can be employed during learning towards the unit standards and during integration to achieve exit level outcomes, to ensure that integration takes place when summarise assessment is employed. 

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