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: 

Present visual breakdown of time structure for animation 
SAQA US ID UNIT STANDARD TITLE
242648  Present visual breakdown of time structure for animation 
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 5  Level TBA: Pre-2009 was L5  7 
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
2024-06-30   2027-06-30  

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 this unit standard is to enable learners to express specified purposes of treatments by applying filming principles to create continuity; visualise animation in the context of filming structures; reflect composition, camera properties, progression, shot pacing, timing, mood, sequence, and flow principles. Credited learners can communicate about and input into animation processes as instructed, to develop image sequences such as storyboards and animatics.

The ability to present visual breakdown limits wasting of resources in the animation process, and improves marketing ability by making visible an idea. This is a transferable competence, used not only in the field of animation, but also in advertising, film and video production, etc. In addition, competence to gather and analyse information is generic in other fields, such as social studies, and enhances the learner's ability to learn by ensuring that they can gather relevant information, interpret it within its context and for a specific purpose, use the results of their analysis to take action, and evaluate their own work.

Credited learners are capable of:
  • Interpreting given scripts or ideas for visual breakdown requirements.
  • Selecting relevant key points for visual flow.
  • Determining graphic breakdown requirements within specified time structures.
  • Creating physical pictorial representations according to specified requirements.
  • Evaluating physical pictorial representations against specific 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 the learner has already achieved the following competencies:
  • Mathematic literacy at NQF Level 4.
  • Computer literacy at NQF Level 4.
  • Photography at NQF Level 4.
  • Drawing from life at NQF Level 5.
  • Language and communication at NQF Level 4 in one language. 
    		•

    UNIT STANDARD RANGE 
    Range statements are included in the unit standard with specific outcomes and assessment criteria, where relevant. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Interpret given scripts or ideas for visual breakdown requirements. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Given specifications, viewership, and concepts and structures (including narrative) are accurately identified. 

    ASSESSMENT CRITERION 2 
    Dominant themes, key dramatic shifts, inherent iconography, and cultural aspects of concepts/scripts are accurately identified. 

    ASSESSMENT CRITERION 3 
    Change of pace of scripts are accurately identified. 

    ASSESSMENT CRITERION 4 
    Movement of given concepts and structures (including narrative) are accurately specified. 

    ASSESSMENT CRITERION 5 
    Scripts are interpreted within the context of animation principles, the history of animation, and purpose and given specifications for specific animation. 

    SPECIFIC OUTCOME 2 
    Select relevant key points for visual flow. 
    OUTCOME RANGE 
    Key points include transitions; sound is included (if available). 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Each key point is illustrated to represent key events for given concepts and structures (including narrative). 

    ASSESSMENT CRITERION 2 
    Points selected are enough to visualise entire given concepts and structures (including narrative). 

    ASSESSMENT CRITERION 3 
    Key points create the required pace, rhythm and flow. 

    ASSESSMENT CRITERION 4 
    Criteria for selection indicate required level of detail. 
    ASSESSMENT CRITERION RANGE 
    Criteria for selection can include complex in, not complex out.
     

    ASSESSMENT CRITERION 5 
    The role of transitions in visualisation is considered against given specifications. 
    ASSESSMENT CRITERION RANGE 
    Specifications include given concepts and structures, including narrative.
     

    SPECIFIC OUTCOME 3 
    Determine graphic breakdown requirements within specified time structures. 
    OUTCOME RANGE 
    Graphic breakdown requirements include composition, camera properties, progression, shot pacing, timing, mood, sequence, flow principles, shot lengths, sound (if available), etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Breakdowns meet requirements of script interpretation results. 

    ASSESSMENT CRITERION 2 
    Breakdowns are determined for each key point. 

    ASSESSMENT CRITERION 3 
    Composition reflects design conventions, preceding and subsequent shots, and relevant film principles. 

    ASSESSMENT CRITERION 4 
    Breakdowns are appropriate for specific output formats. 

    ASSESSMENT CRITERION 5 
    Breakdowns meet requirements of given specifications. 
    ASSESSMENT CRITERION RANGE 
    Specifications include given concepts and structures, including narrative.
     

    ASSESSMENT CRITERION 6 
    Breakdowns meet requirements for specific shot impact. 

    SPECIFIC OUTCOME 4 
    Create physical pictorial representations according to specified requirements. 
    OUTCOME RANGE 
    Physical pictorial representations include storyboards, animatics, drawings, etc. and include shot numbers, shot types, sound/dialogue, camera moves, descriptions of actions in shots, etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Representations fulfil specified requirements of presentation. 
    ASSESSMENT CRITERION RANGE 
    Presentation includes internal/in-house discussion vs. client presentation requirements, etc.
     

    ASSESSMENT CRITERION 2 
    Representations meet requirements of given specifications, as well as key point and breakdown requirements. 
    ASSESSMENT CRITERION RANGE 
    Specifications include given concepts and structures, including narrative.
     

    ASSESSMENT CRITERION 3 
    Representations adhere to specified design conventions. 

    ASSESSMENT CRITERION 4 
    Method of representation is consistent from image to image. 

    ASSESSMENT CRITERION 5 
    All information required for specific usage is included. 

    ASSESSMENT CRITERION 6 
    Medium is feasible within specific contexts. 

    ASSESSMENT CRITERION 7 
    Medium is correct for specific usage. 

    SPECIFIC OUTCOME 5 
    Evaluate physical pictorial representations against specific requirements. 
    OUTCOME RANGE 
    Physical pictorial representations include storyboards, animatics, drawings, etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Revisions are justified in terms of representation effectiveness/success. 

    ASSESSMENT CRITERION 2 
    Representations meet specific purpose and viewership requirements. 

    ASSESSMENT CRITERION 3 
    Representations meet specific standards and requirements of given specifications. 
    ASSESSMENT CRITERION RANGE 
    Specifications include given concepts and structures, including narrative.
     

    ASSESSMENT CRITERION 4 
    Representations reflect specified content. 

    ASSESSMENT CRITERION 5 
    Own and others' reactions to specific representations are clarified and explained in terms of original requirements. 


    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.
  • Recommended ETQA: MAPPP-SETA ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Viewership requirements.
  • Dominant themes, key dramatic shifts, inherent iconography and cultural aspects of concepts/scripts, and change of pace of scripts.
  • Symbolic communication, creating meaning out of a drawing, including iconography, cultural relevance, mood.
  • Film principles and concepts (e.g. shots, lenses, angles, sound, editing principles, links between sound and image, flow/sequencing and emphasis, continuity, pace/shot timing, and mood).
  • Graphic breakdown and requirements (e.g. composition, camera properties, progression, shot pacing, timing, mood, sequence, flow principles, shot lengths, sound, etc.).
  • Motion breakdown (start and end points, and key positions and in-betweens, representation, structure and rhythm).
  • Production methods (e.g. use of animation field size grid, camera placement, ratios, etc.) and output formats and requirements.
  • Visual principles, including aesthetics (e.g. style and perspective), and visualisation.
  • Visual perception in relation to production and display technologies (e.g. perception of colour, design elements, motion, etc. in different technologies and platforms).
  • Legal requirements, including copyright, and intellectual property.
  • History of animation and processes of innovation.
  • Methods of physical pictorial representation.
  • Animation principles and Newtonian laws of mass in motion.
  • Forces and tensions within the body and that the body is acting out, lines of force in three dimensions, distortion of shape, volume and physiology through strength of, direction of, and resistance to force and tension (e.g. potential force), direction of specific motion, distribution of weight and illustrative visual expression of forces and motion (i.e. staging, the most effective dramatic poses).
  • Lines of motion, gestural poses, actions and active situations, and how motion changes volume, perspective, etc. (methods and visual cues for expression of forces and motion, timing/velocity/speed, primary secondary action and secondary secondary action/secondary motion, follow-through, anticipation and reaction, arc of movement, reversals, snap and recoil, squash and stretch, torque, weightless movement, etc.).
  • Principles and rules of perspective, and linear perspective applied to figures, including depth from specific angles.
  • Characterisation, facial character and expression, personality traits expressed in terms of physical characteristics (physiognomy), and poses to express motion.
  • Skeletal structures of figures, scale, joint angles, jointing, joints, and forces and tensions within the body and that the body is acting out and constraints of physical possibility.
  • Figure proportions, shapes and volume, including measuring models, using the head as standard measurement, dividing up the face, applying a surface to an underlying (skeletal) structure, muscle groups, etc.
  • Objects and volume in specified space or environments, including shapes and shape relationships, scale, scale relationships, and changes due to linear perspectives.
  • Legal requirements, including copyright, and intellectual property.
  • Spatial arrangements. 
    		•

    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 to select relevant key points for visual flow. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when representations meet specific viewership requirements. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when method of representation is consistent from image to image. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to interpret given scripts or ideas for visual breakdown requirements. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to create physical pictorial representations according to specified requirements and when own and others' reactions to specific representations are clarified and explained in terms of original requirements. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when composition reflects design conventions, preceding and subsequent shots, and relevant film principles. 

    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 when scripts are interpreted within the context of animation principles, the history of animation, and purpose and given specifications for specific animation. 

    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  57611   National Certificate: 2D Animation  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. QUARPHIX (PTY) LTD 
    2. 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.