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: 

Model objects and characters for 3D animation and visual effects 
SAQA US ID UNIT STANDARD TITLE
242550  Model objects and characters 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 5  Level TBA: Pre-2009 was L5  15 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 the learning is to be able to prepare models of objects and characters to be used for 3D animation and visual effects products. Credited learners are able to analyse storyboards in terms of modelling and rendering requirements, to ensure that modelled objects and characters work as intended.

Good modelling of objects and characters limits wasting of resources in the 3D animation process, and improves the quality of the final product. Modelling is a transferable and creative 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:
  • Analysing modelling and rendering requirements of production storyboards.
  • Developing mock-up models for ideas.
  • Modelling objects and characters using appropriate modelling techniques.
  • Testing models using appropriate forms. 

  • 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).
  • Computer literacy. 

  • UNIT STANDARD RANGE 
    Range statements are provided where relevant with specific outcomes and assessment criteria. Objects and characters include human figures, animals, objects, scenes, etc.; modelling can include but should not be limited to preparation for stop frame animation. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse modelling and rendering requirements of production storyboards. 
    OUTCOME RANGE 
    For visual effects, integration into live action footage should be taken into account. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Requirements are broken down into all essential elements for modelling and rendering. 

    ASSESSMENT CRITERION 2 
    Recording of analysis processes is checked for compliance with agreed organisational requirements for best practice. 

    ASSESSMENT CRITERION 3 
    Specification of technical requirements is ensured that it meets agreed format requirements. 

    ASSESSMENT CRITERION 4 
    Pre-production analysis of storyboards and planning is ensured that it takes account of animation and rendering requirements. 

    ASSESSMENT CRITERION 5 
    Movement capabilities of characters is checked for compliance with requirements for animation. 

    ASSESSMENT CRITERION 6 
    Techniques selected are checked for appropriateness for intended use of model, scheme and budget. 

    ASSESSMENT CRITERION 7 
    Reference material and working models are checked for relevance for specific analysis. 
    ASSESSMENT CRITERION RANGE 
    Working models can include thumbnail sketches.
     

    SPECIFIC OUTCOME 2 
    Develop mock-up models for ideas. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Level of detail in modelling requirements of production processes is ensured. 

    ASSESSMENT CRITERION 2 
    Models are made stylistically appropriate for the nature of specific productions. 

    ASSESSMENT CRITERION 3 
    Translation of style into 3D realm is made consistent. 

    ASSESSMENT CRITERION 4 
    The correctness of proportions in terms of two dimensions and the intention of storyboard is ensured. 

    ASSESSMENT CRITERION 5 
    Check-up lists to ensure that given deadlines and time frames are met and time is used efficiently are completed. 
    ASSESSMENT CRITERION RANGE 
    Efficiency refers to time and costs, for example, where available and affordable, existing models are used.
     

    ASSESSMENT CRITERION 6 
    Models are adjusted until functional. 

    ASSESSMENT CRITERION 7 
    Selected tools for modelling are checked for appropriateness for representing objects and characters in physical space. 

    ASSESSMENT CRITERION 8 
    Adherence to legal requirements is ensured. 
    ASSESSMENT CRITERION RANGE 
    Legal requirements include legislation regarding copyright, intellectual property, etc.
     

    SPECIFIC OUTCOME 3 
    Model objects and characters using appropriate modelling techniques. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Techniques selected for modelling are checked for appropriateness for specific scenes. 

    ASSESSMENT CRITERION 2 
    Adherence of the level of detail to requirements of production processes is checked. 

    ASSESSMENT CRITERION 3 
    Identification of stylistic requirements for 3D models is checked for accuracy. 

    ASSESSMENT CRITERION 4 
    Stylistic requirements in storyboards are translated into successfully completed models. 

    ASSESSMENT CRITERION 5 
    Choice of software meets requirements of production models. 

    ASSESSMENT CRITERION 6 
    Objects and characters are transferred from designs with correct proportions. 

    ASSESSMENT CRITERION 7 
    Work is undertaken while adhering to requirements of overall process. 

    ASSESSMENT CRITERION 8 
    Intended, required movements are undertaken. 

    ASSESSMENT CRITERION 9 
    Objects and characters are built in line with specific requirements for modelling. 

    ASSESSMENT CRITERION 10 
    Modelling decisions are taken according to animation and rendering requirements. 

    SPECIFIC OUTCOME 4 
    Test models using appropriate forms. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    All possible contingencies (conditions) and scenarios are taken into account and work executed meets these requirements. 

    ASSESSMENT CRITERION 2 
    Delivery mechanism requirements are met. 

    ASSESSMENT CRITERION 3 
    Necessary steps are taken if models are not working. 

    ASSESSMENT CRITERION 4 
    Models are assessed in terms of functionality. 
    ASSESSMENT CRITERION RANGE 
    Functionality includes whether models are wrong, odd, or if a joint works/deforms correctly.
     

    ASSESSMENT CRITERION 5 
    Models are made content and scene appropriate. 

    ASSESSMENT CRITERION 6 
    Models are checked for effectiveness for intended use. 

    ASSESSMENT CRITERION 7 
    All work is undertaken while adhering to relevant animation principles is ensured 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:
  • Modelling and rendering requirements of production storyboards.
  • Essential elements for modelling and rendering.
  • Recording of analysis process.
  • Pre-production analysis of storyboards and planning.
  • Modelling specifications and level of detail.
  • Movement of characters.
  • Modelling techniques.
  • Reference material.
  • Production processes.
  • Translation of style into 3D realm.
  • Intention of storyboards.
  • Model functionality.
  • Tools for modelling, and representing objects and characters in physical space.
  • Scene and content requirements.
  • Object and character proportions.
  • Animation requirements.
  • Forms for testing models.
  • Delivery mechanism requirements.
  • 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 when necessary steps are taken if models are not working. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when given deadlines and time frames are met and time is used efficiently. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to analyse modelling and rendering requirements of production storyboards. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when recording of analysis processes meets agreed organisational requirements for best practice. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others to model objects and characters, using appropriate modelling techniques and choice of software meets requirements of production models. 

    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 techniques selected are appropriate for intended use of model, scheme and budget, pre-production analysis of storyboards and planning takes account of animation and rendering requirements and movement of characters meets requirements for 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  57607   National Certificate: 3D Animation and Visual Effects  Level 5  Level TBA: Pre-2009 was L5  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. South African Film Institute 



    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.