General Information
This subject explores the essentials of Virtual Production screen storytelling. It delves into when you should use a Virtual Production workflow over a conventional one, how to seamlessly combine virtual and live elements, and the associated benefits and drawbacks. You will gain a basic understanding of the latest theories, production roles, and the language of Virtual Production. Additionally, you will develop competencies in the basic tools of operation and learn creative problem-solving techniques for real-world production challenges.
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Details
Academic unit: Faculty of Society & Design Subject code: DIGM11-105 Subject title: Foundations of Virtual Production Subject level: Undergraduate Semester/Year: September 2026 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Practical: x12 (Total hours: 48) - Weekly Practical
- Personal Study Hours: x12 (Total hours: 72) - Recommended Study Hours
Attendance and learning activities: Attendance at all scheduled teaching sessions is expected, as this subject develops practical virtual production skills through guided seminar, studio and production activities. Active participation contributes to the Professionalism assessment. Learning activities are structured to support students progressively from individual virtual environment development to collaborative virtual production. Early sessions focus on foundational Unreal Engine and virtual production skills, including scene layout, asset selection, materials, lighting, project organisation, camera movement and previsualisation. Students will develop an individual previsualisation sequence and receive structured feedback through guided studio activities and the Week 4 midpoint progress check. Later sessions focus on group-based virtual production practice. Students will work in assigned production roles to plan, rehearse, test and produce a short virtual production video using the LED stage workflow. Activities include production planning, role allocation, camera and lighting preparation, technical testing, rehearsal, LED stage execution and production reflection. The Week 9 midpoint progress check provides structured support before final production. Students are required to arrive prepared, actively contribute to individual and group activities, work safely and professionally in studio environments, collaborate respectfully with peers, and demonstrate appropriate virtual production terminology and communication. -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
Class recordings: The majority of this subject's classes will not be recorded due to one of the reasons outlined in the Recording policy.
Students are encouraged to attend all sessions as these recordings will not be available for revision purposes.
For further information please contact the subject coordinator.
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | DIGM11-105 |
| Subject title: | Foundations of Virtual Production |
| Subject level: | Undergraduate |
| Semester/Year: | September 2026 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Attendance at all scheduled teaching sessions is expected, as this subject develops practical virtual production skills through guided seminar, studio and production activities. Active participation contributes to the Professionalism assessment. Learning activities are structured to support students progressively from individual virtual environment development to collaborative virtual production. Early sessions focus on foundational Unreal Engine and virtual production skills, including scene layout, asset selection, materials, lighting, project organisation, camera movement and previsualisation. Students will develop an individual previsualisation sequence and receive structured feedback through guided studio activities and the Week 4 midpoint progress check. Later sessions focus on group-based virtual production practice. Students will work in assigned production roles to plan, rehearse, test and produce a short virtual production video using the LED stage workflow. Activities include production planning, role allocation, camera and lighting preparation, technical testing, rehearsal, LED stage execution and production reflection. The Week 9 midpoint progress check provides structured support before final production. Students are required to arrive prepared, actively contribute to individual and group activities, work safely and professionally in studio environments, collaborate respectfully with peers, and demonstrate appropriate virtual production terminology and communication. |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
| Class recordings: | The majority of this subject's classes will not be recorded due to one of the reasons outlined in the Recording policy. Students are encouraged to attend all sessions as these recordings will not be available for revision purposes. For further information please contact the subject coordinator. |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Demonstrate effective use of the language specific to Virtual Production.
- Map traditional screen production roles to their equivalents in Virtual Production.
- Creatively problem solve real-world Virtual Production issues.
- Demonstrate proficiency in operating the basic tools of the software required for Virtual Production.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed AI category Assignment Individual Previsualisation Shot Sequence: Students design and deliver an individual previsualisation sequence in a virtual environment. The task requires students to demonstrate foundational virtual production skills through scene layout, asset selection, lighting, materials, project organisation and cinematic camera movement. Students also submit a brief reflection explaining their creative and technical process, including professionalism and problem-solving. 30.00% Week 6 1, 3, 4 Creative Project§ Group Virtual Production: Working in assigned production roles, students collaborate to plan, rehearse and produce a short virtual production video using the LED stage workflow. The task requires students to demonstrate role-based collaboration, scene preparation, camera planning, lighting, technical testing and creative problem-solving. Students also submit production evidence and an individual reflection documenting their contribution, role alignment and professional practice. 40.00% Week 12 1, 2, 3, 4 Professionalism Participation and Studio Engagement: Assessed through weekly preparedness and active participation in seminars and studio activities. This includes professional conduct, safe studio practice, individual development work and collaboration during group production. The mark is based on weekly participation and two structured midpoint progress checks: one for the individual previsualisation task and one for the group virtual production task. 30.00% Ongoing 1, 2, 3, 4 - § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
AI Categories
Ai Prohibited: Learning to develop AI-free knowledge and skills.
Ai Supported: Learning with the help of AI as directed.
Ai Focussed: Learning AI expertise and mastery as directed.
Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed | AI category |
|---|---|---|---|---|---|
| Assignment | Individual Previsualisation Shot Sequence: Students design and deliver an individual previsualisation sequence in a virtual environment. The task requires students to demonstrate foundational virtual production skills through scene layout, asset selection, lighting, materials, project organisation and cinematic camera movement. Students also submit a brief reflection explaining their creative and technical process, including professionalism and problem-solving. | 30.00% | Week 6 | 1, 3, 4 | |
| Creative Project§ | Group Virtual Production: Working in assigned production roles, students collaborate to plan, rehearse and produce a short virtual production video using the LED stage workflow. The task requires students to demonstrate role-based collaboration, scene preparation, camera planning, lighting, technical testing and creative problem-solving. Students also submit production evidence and an individual reflection documenting their contribution, role alignment and professional practice. | 40.00% | Week 12 | 1, 2, 3, 4 | |
| Professionalism | Participation and Studio Engagement: Assessed through weekly preparedness and active participation in seminars and studio activities. This includes professional conduct, safe studio practice, individual development work and collaboration during group production. The mark is based on weekly participation and two structured midpoint progress checks: one for the individual previsualisation task and one for the group virtual production task. | 30.00% | Ongoing | 1, 2, 3, 4 |
- § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
AI Categories
Ai Prohibited: Learning to develop AI-free knowledge and skills.
Ai Supported: Learning with the help of AI as directed.
Ai Focussed: Learning AI expertise and mastery as directed.
Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Subject curriculum
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Introduction to Virtual Production and Screen-Based Workflows
Students explore key technologies, roles and workflows used in contemporary virtual production. Includes OHS training, studio expectations, software access and an introduction to the subject’s assessment structure and production constraints.
SLOs included
- Demonstrate effective use of the language specific to Virtual Production.
- Map traditional screen production roles to their equivalents in Virtual Production.
- Creatively problem solve real-world Virtual Production issues.
- Demonstrate proficiency in operating the basic tools of the software required for Virtual Production.
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Constructing Digital Environments for Screen
Students begin developing individual virtual environments using modular layout and worldbuilding techniques. Emphasis is placed on spatial design, asset selection, folder structure and naming conventions.
SLOs included
- Demonstrate effective use of the language specific to Virtual Production.
- Creatively problem solve real-world Virtual Production issues.
- Demonstrate proficiency in operating the basic tools of the software required for Virtual Production.
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Materials, Assets and Visual Development
Students refine their digital environments through asset selection, material choices, colour, texture and visual consistency. Students document where assets come from, how they are modified and how they support the intended screen sequence.
SLOs included
- Demonstrate effective use of the language specific to Virtual Production.
- Creatively problem solve real-world Virtual Production issues.
- Demonstrate proficiency in operating the basic tools of the software required for Virtual Production.
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Lighting for Screen and Assessment 1 Midpoint Progress Check
Students use lighting tools to shape mood, atmosphere, time of day and visual clarity within a digital scene. This week includes the Assessment 1 midpoint progress check, where students demonstrate progress on their individual previsualisation sequence, including scene layout, assets, organisation, lighting tests and early camera planning.
SLOs included
- Demonstrate effective use of the language specific to Virtual Production.
- Creatively problem solve real-world Virtual Production issues.
- Demonstrate proficiency in operating the basic tools of the software required for Virtual Production.
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Camera Language and Previsualisation Assembly
Students explore cinematic framing, blocking and camera movement using virtual cameras. Emphasis is placed on motivated camera movement, shot composition and visual continuity across a 10-shot previsualisation sequence.
SLOs included
- Demonstrate effective use of the language specific to Virtual Production.
- Creatively problem solve real-world Virtual Production issues.
- Demonstrate proficiency in operating the basic tools of the software required for Virtual Production.
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Individual Previsualisation Shot Sequence Submission
Students finalise and submit their individual 10-shot previsualisation sequence and process reflection. The focus is on consolidating scene layout, lighting, materials, camera movement, project organisation and creative problem-solving.
SLOs included
- Demonstrate effective use of the language specific to Virtual Production.
- Creatively problem solve real-world Virtual Production issues.
- Demonstrate proficiency in operating the basic tools of the software required for Virtual Production.
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Production Roles and Group Development
Students form production teams and are assigned roles such as director, cinematographer, virtual art department, lighting, camera operation and technical operation. Groups begin planning a feasible virtual production sequence for the LED stage workflow.
SLOs included
- Demonstrate effective use of the language specific to Virtual Production.
- Map traditional screen production roles to their equivalents in Virtual Production.
- Creatively problem solve real-world Virtual Production issues.
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Technical Planning and Scene Preparation
Groups develop their production plan, shot list, scene requirements and technical workflow. Emphasis is placed on preparing assets, camera plans, lighting approaches and production roles for LED stage execution.
SLOs included
- Demonstrate effective use of the language specific to Virtual Production.
- Map traditional screen production roles to their equivalents in Virtual Production.
- Creatively problem solve real-world Virtual Production issues.
- Demonstrate proficiency in operating the basic tools of the software required for Virtual Production.
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Rehearsal, Technical Testing and Assessment 2 Midpoint Progress Check
Groups rehearse and test their production workflow, including camera, lighting, scene setup, LED stage considerations and technical problem-solving. This week includes the Assessment 2 midpoint progress check, where groups demonstrate role allocation, production planning, rehearsal evidence and production readiness.
SLOs included
- Demonstrate effective use of the language specific to Virtual Production.
- Map traditional screen production roles to their equivalents in Virtual Production.
- Creatively problem solve real-world Virtual Production issues.
- Demonstrate proficiency in operating the basic tools of the software required for Virtual Production.
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Production Testing and Technical Lock
Groups undertake final technical testing before production. This includes checking scene files, LED stage readiness, camera and lighting setup, file transfer, asset performance, shot order and backup plans. The focus is on resolving technical issues before final studio execution.
SLOs included
- Demonstrate effective use of the language specific to Virtual Production.
- Map traditional screen production roles to their equivalents in Virtual Production.
- Creatively problem solve real-world Virtual Production issues.
- Demonstrate proficiency in operating the basic tools of the software required for Virtual Production.
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Final Production: LED Stage Execution
Groups produce their virtual production video using the LED stage workflow. Emphasis is placed on role fulfilment, collaboration, timing, camera work, lighting, technical operation and on-set problem-solving.
SLOs included
- Demonstrate effective use of the language specific to Virtual Production.
- Map traditional screen production roles to their equivalents in Virtual Production.
- Creatively problem solve real-world Virtual Production issues.
- Demonstrate proficiency in operating the basic tools of the software required for Virtual Production.
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Group Production Submission and Reflection
Groups submit their final virtual production video and supporting production evidence. Students complete individual reflections on their role, contribution, collaboration, technical problem-solving and professional practice.
SLOs included
- Demonstrate effective use of the language specific to Virtual Production.
- Map traditional screen production roles to their equivalents in Virtual Production.
- Creatively problem solve real-world Virtual Production issues.
- Demonstrate proficiency in operating the basic tools of the software required for Virtual Production.