Entertainment Industry Curriculum Framework. Stage 6 Syllabus. Part A

Transcription

1 Entertainment Industry Curriculum Framework Stage 6 Syllabus Part A for implementation from 2003 Entertainment (240 indicative hours) course Entertainment (120 indicative hours) course

2 Original published version updated: November 2003 Board Bulletin/Official Notices Vol 12 No 6 (BOS 61/03) 2002 Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales. Acknowledgement Units of competency from the Entertainment Industry Training Package in Part B of this syllabus are Australian National Training Authority (ANTA). Reproduced with permission. The following copyright warning applies to the material from the Training Package: All rights reserved. This work has been produced initially with the assistance of funding provided by the Commonwealth Government through ANTA. This work is copyright, but permission is given to trainers and teachers to make copies by photocopying or other duplicating processes for use with their own training organisations or in a workplace where the training is being conducted. This permission does not extend to the making of copies for use outside the immediate training environment for which they are made, nor the making of copies for hire or resale to third parties. The views expressed in this version of the work do not necessarily represent the views of ANTA. ANTA does not give warranty nor accept any liability. Material on p 6 from Securing Their Future NSW Government This document contains Material prepared by the Board of Studies NSW for and on behalf of the State of New South Wales. The Material is protected by Crown copyright. All rights reserved. No part of the Material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form or transmitted to any other person or stored electronically in any form without the prior written permission of the Board of Studies NSW, except as permitted by the Copyright Act School students in NSW and teachers in schools in NSW may copy reasonable portions of the material for the purposes of bona fide research or study. When you access the Material you agree: to use the Material for information purposes only to reproduce a single copy for personal bona fide study use only and not to reproduce any major extract or the entire Material without the prior permission of the Board of Studies NSW to acknowledge that the Material is provided by the Board of Studies NSW not to make any charge for providing the Material or any part of the Material to another person or in any way make commercial use of the material without the prior written consent of the Board of Studies NSW and payment of the appropriate copyright fee to include this copyright notice in any copy made not to modify the Material or any part of the Material without the express prior written permission of the Board of Studies NSW. The Material may contain third party copyright materials such as photos, diagrams, quotations, cartoons and artworks. These materials are protected by Australian and international copyright laws and may not be reproduced or transmitted in any format without the copyright owner s specific permission. Unauthorised reproduction, transmission or commercial use of such copyright materials may result in prosecution. The Board of Studies has made all reasonable attempts to locate owners of third party copyright material and invites anyone from whom permission has not been sought to contact the Copyright Officer, ph (02) , fax (02) Published by Board of Studies NSW GPO Box 5300 Sydney 2001 Australia Tel: ( Fax: (02) Internet: July 2002 ISBN X

3 Contents 1 Introduction to Industry Curriculum Frameworks Documentation Associated with Industry Curriculum Frameworks The Higher School Certificate Program of Study Vocational Education and Training (VET) in the NSW Higher School Certificate The National Training Framework Industry Curriculum Frameworks Rationale Aim Entertainment Industry Curriculum Framework Training Package Qualifications Units of Competency included in the Entertainment Industry Curriculum Framework Possible Occupational Outcomes Course Structures Courses within the Entertainment Industry Curriculum Framework Allocation of hours for unit credit in the HSC Entertainment (240 indicative hours) Course Entertainment (120 indicative hours) Course Outcomes and Content Units of competency Course delivery Work Placement Assessment Requirements and Advice Competency-based assessment Training package requirements Competency record book HSC Examination - Entertainment (240 Indicative Hours) HSC Examination Specifications HSC Requirements and Certification Course Completion Requirements Preliminary and HSC unit credit Higher School Certificate Record of Achievement AQF Qualifications Other Information Providing for all students Key competencies Links between the Entertainment Industry Framework and other HSC courses Articulation to further training AQF Levels Minimum Requirements for AQF Qualifications Glossary...37

4 1 Introduction to Industry Curriculum Frameworks Industry curriculum frameworks have been developed to provide students with the opportunity to gain credit towards the NSW Higher School Certificate and credit towards national vocational qualifications under the Australian Qualifications Framework (AQF). Industry curriculum frameworks are based on national training packages. They specify the range of industry-developed units of competency from the relevant training packages that have been identified as suitable for the purposes of the Higher School Certificate. They also define how units of competency are arranged into Vocational Education and Training (VET) courses for the purpose of gaining unit credit for the Higher School Certificate. Wherever possible, VET courses in industry curriculum frameworks are aligned to national vocational qualifications. This industry curriculum framework incorporates all Higher School Certificate Entertainment Industry VET courses, including: courses delivered by schools courses delivered by TAFE colleges courses delivered by other Registered Training Organisations (RTOs) on behalf of schools or TAFE colleges for the Higher School Certificate. 4

5 2 Documentation associated with Industry Curriculum Frameworks The documentation for industry curriculum frameworks has been written to assist teachers and trainers develop teaching and assessment programs and to help in the management of competency achievement of Higher School Certificate candidates. The purpose of Part A of the Entertainment Industry Curriculum Framework Stage 6 Syllabus is to describe how students may achieve unit credit towards the Higher School Certificate and credit towards a vocational qualification. It contains general advice about the Entertainment Industry Curriculum Framework and describes course structures and requirements, including work placement. This document should be used as the first reference when planning the implementation of VET courses for the Higher School Certificate. The set of documents associated with the curriculum framework is shown below. Industry Curriculum Framework Documentation 5

6 3 The Higher School Certificate Program of Study The purpose of the Higher School Certificate program of study is to: provide a curriculum structure which encourages students to complete secondary education foster the intellectual, social and moral development of students, in particular developing their: - knowledge, skills, understanding and attitudes in the fields of study they choose - capacity to manage their own learning - desire to continue learning in formal or informal settings after school - ability to work together with others - respect for the cultural diversity of Australian society provide a flexible structure within which students can prepare for: - further education and training - employment - full and active participation as citizens provide formal assessment and certification of students achievements provide a context within which schools also have the opportunity to foster students physical and spiritual development. 6

7 4 Vocational Education and Training (VET) in the NSW Higher School Certificate 4.1 The National Training Framework All accredited Vocational Education and Training (VET) programs, including those for Higher School Certificate students, must meet the requirements of the National Training Framework (NTF). The key components of the National Training Framework are: The Australian Qualifications Framework (AQF) Under the AQF, VET qualifications in each industry area are standard across Australia. To facilitate this, the award of a particular AQF Diploma, Certificate or Statement of Attainment depends on the person who seeks a qualification meeting specified industry competency standards. Competency standards have been developed by industry to reflect the real requirements for employment and effective work performance in the relevant industry and are expressed in national industry training packages. National Training Packages All training packages contain three mandatory or endorsed components: units of competency, which express the industry competency standards and include elements of competency, performance criteria, a range of variables and an evidence guide assessment guidelines, which set out conditions for establishing that competency has been met qualifications, explaining each qualification and relationships between them. Training packages may also contain a range of materials designed to assist with training and assessment. These are not mandatory and are known as non-endorsed components. The Australian Quality Training Framework (AQTF) Because training packages and AQF qualifications are standardised across Australia, they are recognised in all parts of Australia. This is assured by the AQTF, which ensures that the quality of training and assessment is consistent and reliable. Under the AQTF, an organisation wishing to provide training, assess competencies and issue VET qualifications under the AQF must be a Registered Training Organisation (RTO). It is the responsibility of an RTO, whether it is a school or school system, a TAFE college or other training provider, to ensure that quality assurance requirements are met. These requirements include access to adequate resources and appropriately qualified staff in order to deliver and/or assess training programs that lead to the achievement of qualifications (or individual units of competency) that have been identified in the RTO s scope of registration. As part of its registration, each RTO must agree to recognise AQF qualifications issued by any other RTO. The teacher qualifications and resources required to deliver the courses in this framework, including professional development needs, will be determined by the NSW Qualifications, Recognition and Resource Requirements Committee (QRRRC) which includes representatives of industry, school systems, TAFE NSW and the Office of the Board of Studies. Details of these requirements will be published in the Industry Curriculum Frameworks Information Package (ICFIP) developed by the school system authorities. 7

8 4.2 Industry Curriculum Frameworks Industry curriculum frameworks have been developed to satisfy the requirements of the National Training Framework as well as the purposes of the NSW Higher School Certificate. An industry curriculum framework describes the range of units of competency from the relevant national training package that is approved by the Board of Studies for inclusion in the NSW Higher School Certificate. It also describes the groupings of units of competency that define specific HSC VET courses. These are determined largely by the qualifications available in the relevant training package and their suitability for school students attempting the Higher School Certificate. An industry curriculum framework must also meet a set of criteria developed to promote the strengthening and extension of VET in the Higher School Certificate. Units of competency are the components against which assessment and reporting occur for the purpose of gaining credit towards an AQF qualification. They are also the focus of courses within an industry curriculum framework. In this sense, the elements of competency, which collectively define the outcomes of each unit of competency, also define the outcomes of HSC VET courses within each framework. 8

9 5 Rationale Secondary schools in New South Wales have a strong tradition in the performing arts. The Board Developed Courses in Drama, Dance and Music are widely offered in Stages 4, 5 and 6. In addition, many students are involved in performing arts activities ranging from school productions through to statewide events. The Entertainment Industry Curriculum Framework complements these courses and experiences. It provides the opportunity for students to acquire competence in, and recognition for, support roles in performing arts. In recent years, a number of schools have applied for Board endorsement of VET courses in the area of entertainment. The availability of a national industry training package has enabled the Board to respond to this growing demand by developing a curriculum framework in the entertainment industry. The framework will provide the opportunity for students to gain a nationally recognised industry qualification as part of their Higher School Certificate. These qualifications articulate into higher-level vocational qualifications which students may pursue post-school. The framework also provides an optional HSC examination, which allows results from the 240-hour course to contribute to the calculation of the University Admission Index (UAI). The Entertainment industry covers a wide range of occupations including front of house, set and props manufacture, lighting and sound operations, audiovisual, costume, makeup, scenic art, staging and stage management. Employment projections for the entertainment industry vary significantly across different occupational groups, with growth expected in areas such as media producers, artistic and stage directors, media presenters and performing arts support workers. The Entertainment Industry Training Package offers qualifications at six levels and specifies the competencies required for various specialised occupations. The Entertainment Industry Curriculum Framework is based on the Certificate II level qualifications from the training package, with provision for progress towards Certificate III in some instances. It includes competencies relevant to a variety of entertainment occupations, allowing students to explore possible career interests and pathways as part of their Higher School Certificate studies. 6 Aim The Entertainment Industry Curriculum Framework is designed to provide students with appropriate learning opportunities that will enable them to acquire a range of technical, personal and interpersonal skills valued both within and beyond the entertainment industry workplace as well as underpinning skills and knowledge that can be applied in a range of contexts. 7 Entertainment Industry Curriculum Framework 7.1 Training Package Qualifications The Entertainment Industry Curriculum Framework is based on the Entertainment Industry Training Package (CUE98). This training package incorporates a range of AQF qualifications ranging from Level I Certificate through to Advanced Diploma, as set out below. The qualifications available through the Entertainment Industry Curriculum Framework are Certificate II in Entertainment and Certificate II in Entertainment (Front of House). Depending on the elective units chosen, students may also be eligible for a Statement of Attainment towards Certificate III in Entertainment and/or a 9

10 Statement of Attainment towards Certificate II in Music Industry (Foundation). The five Music units of competency included in this framework are drawn from the Music Industry Training Package (CUS01). Entertainment Training Package Qualifications Certificate I in Entertainment (CUE 10198) Certificate II in Entertainment (CUE 20198) Certificate II in Entertainment (Front of House) (CUE20298) Certificate III in Entertainment (CUE30198) Certificate III in Entertainment (Set manufacture) (CUE30298) Certificate III in Entertainment (Props manufacture) (CUE30398) Certificate III in Entertainment (Lighting operations) (CUE30498) Certificate III in Entertainment (Sound operations) (CUE30598) Certificate III in Entertainment (Audiovisual operations) (CUE30698) Certificate III in Entertainment (Front of House) (CUE30798) Certificate III in Entertainment (Costume) (CUE30898) Certificate III in Entertainment (Make up) (CUE30998) Certificate III in Entertainment (Scenic art) (CUE31098) Certificate III in Entertainment (Staging) (CUE31198) Certificate III in Entertainment (Cinema projection) (CUE31298) Certificate IV in Entertainment (CUE40198) Certificate IV in Entertainment (Set manufacture) (CUE40298) Certificate IV in Entertainment (Props manufacture) (CUE40398) Certificate IV in Entertainment (Lighting) (CUE40498) Certificate IV in Entertainment (Sound) (CUE40598) Certificate IV in Entertainment (Audiovisual) (CUE40698) Certificate IV in Entertainment (Costume) (CUE40798) Certificate IV in Entertainment (Make up) (CUE40898) Certificate IV in Entertainment (Wig manufacture) (CUE40998) Certificate IV in Entertainment (Scenic art) (CUE41098) Certificate IV in Entertainment (Staging) (CUE41198) Diploma in Entertainment (CUE50198) Diploma in Entertainment (Set manufacture) (CUE50298) Diploma in Entertainment (Props manufacture) (CUE50398) Diploma in Entertainment (Lighting) (CUE50498) Diploma in Entertainment (Sound) (CUE50598) Diploma in Entertainment (Costume) (CUE50698) Diploma in Entertainment (Make up) (CUE50798) Diploma in Entertainment (Wig manufacture) (CUE50898) Diploma in Entertainment (Scenic art) (CUE50998) Diploma in Entertainment (Staging) (CUE51098) Diploma in Entertainment (Stage management) (CUE51198) Advanced Diploma in Entertainment (CUE60198) Advanced Diploma in Entertainment (Stage management) (CUE60298) Advanced Diploma in Entertainment (Design) (CUE60398) 10

11 7.2 Units of Competency included in the Entertainment Industry Curriculum Framework There are forty-three units of competency in the Entertainment Curriculum Framework. Thirty-eight of these units are from the Entertainment Industry Training Package and five are from the Music Industry Training Package. Of the thirty-eight units from the Entertainment Industry Training Package, twenty-three are from Certificate II and fifteen are from Certificate III. A full list of the units of competency available in the Framework is set out below. Unit Code CUEIND1A CUECOR2A THHCOR03A THHGHS03A CUETGE1A CUETGE2A CUECLE1A CUECLE2A THHCOR02A CUETGE3A CUETGE4A CUECOS3A CUESET5A CUEMUP1A CUECOR1A CUETGE7A CUETGE10A CUETGE8A CUETGE9A CUEFOH1A CUEFOH2A CUEFOH4A CUEFOH5A CUSBGE01A CUSSOU01A CUSSOU04A CUSSOU07A CUSGEN01A CUESOU3A CUELGT5A CUELGT3A CUESTA2A CUEAUD3A CUECIN5A CUESET1A CUESET2A CUESET6A CUESCE1A CUECOS4A CUEMUP2A CUEMUP5A CUEFOH3A CUESMT1A Unit Title Apply organisation and industry knowledge Work with others Follow health, safety and security procedures Provide first aid Undertake simple lighting/sound/audiovisual activities Assist with staging Undertake general administrative duties Use information technology Work in a socially diverse environment Bump in the show Bump out the show Assist in making costumes Assist in making sets Design, apply and remove make up Manage own work and learning Carry out manual soldering and desoldering Perform routine manual metal arc welding and/or gas metal arc welding Use hand tools Use power tools/hand held operation Respond positively to patrons Sell products/services to patrons Usher patrons Provide security services Develop and update music industry knowledge Move and set up instruments and equipment Record sound Edit sound using analogue systems Use and adapt to changes in technology Operate sound equipment Operate lighting Operate follow spots Operate staging elements Operate audiovisual equipment Maintain projection equipment Obtain and maintain props Make props Make sets Assist in producing scenic art Make costumes Design, apply and remove period make up Dress (style) wigs Operate box office Assist in stage managing the production 11

12 Each nationally endorsed unit of competency has been allocated a code. The full code assigned to the units of competency comprises a: national identifier the national identifier for Entertainment units is CUE and the national identifier for Music units is CUS unit code relating to an aspect of the industry version descriptor to correspond to the version of the unit (units can be updated as part of regular training package reviews). 7.3 Possible Occupational Outcomes The entertainment industry training package sets out the competencies required for many different careers across the industry. A person can complete a general qualification in entertainment leading to a number of broadly based jobs. This may suit small and regional centres where a mix of skills may be required. Or they can specialise, with the options for specialisation varying at different levels. In some cases, entertainment competencies can lead to careers in other, similar industries. Some examples of the careers that the entertainment training package offers are listed below. Usher Sales/merchandising assistant Box office assistant or manager Front of house administrator Lighting technician Sound technician Dresser or costume assistant Make up artist Costume maker Scenic artist Mechanist Cinema projectionist Set maker Props maker Designer Technical supervisor in any field Stage manager/assistant stage manager Human resources manager Marketing and promotions specialist General manager Event coordinator or manager Operations manager Tour manager Programming manager 12

13 8 Course Structures 8.1 Courses within the Entertainment Industry Curriculum Framework An industry curriculum framework for the Higher School Certificate describes the range of units of competency that have been identified as being suitable for the purposes of the Higher School Certificate. Each course within a framework describes how the available units of competency can be grouped to gain units of credit towards the Higher School Certificate. There are two courses in the Entertainment Industry Curriculum Framework. A front of house specialisation is also available in the 240 hour Entertainment course. The courses are: Entertainment (240 indicative hours) - General - Front of House Entertainment (120 indicative hours). 8.2 Allocation of hours for unit credit in the HSC Units of competency, drawn from industry training packages, are not defined in terms of duration. The amount of time required by individual students to achieve competency will vary according to their aptitude and experience. Where a training program is designed for delivery by a Registered Training Organisation (RTO), the RTO will specify the length of the training program according to the curriculum resources or delivery strategies chosen. For the purposes of the Higher School Certificate, however, courses must be described in terms of their indicative duration. Courses in this industry curriculum framework are 240 indicative hours for HSC credit or 120 indicative hours for HSC credit. For this reason, indicative hours for unit credit towards the Higher School Certificate have been assigned to each unit of competency within the framework. It is emphasised that the assignment of indicative hours does not imply that all students will fulfil all requirements for a unit of competency within these hours. RTOs may determine that additional or fewer hours are required for the achievement of particular competencies. This does not alter the indicative hours allocated, only the delivery hours. It is also expected that students will need to spend additional time in practising skills in a real or simulated work environment and in completing projects and assignments, in order to fulfil industry assessment requirements. The table below shows the amount of HSC credit that has been allocated by the Board of Studies to individual units of competency within the framework. This information may be useful in apportioning time when developing teaching and assessment programs. However, it does not necessarily reflect the amount of time an individual student will need to develop the competency associated with a given unit. 13

14 Unit Code Unit Title Indicative Hours for HSC Unit Credit CUEIND1A Apply organisation and industry knowledge 30 CUECOR2A Work with others 20 THHCOR03A Follow health, safety and security procedures 10 THHGHS03A Provide first aid 20 CUETGE1A Undertake simple lighting/sound/audiovisual activities 30 CUETGE2A Assist with staging 20 CUECLE1A Undertake general administrative duties 15 CUECLE2A Use information technology 20 THHCOR02A Work in a socially diverse environment 5 CUETGE3A Bump in the show 25 CUETGE4A Bump out the show 20 CUECOS3A Assist in making costumes 20 CUESET5A Assist in making sets 20 CUEMUP1A Design, apply and remove make up 20 CUECOR1A Manage own work and learning 5 CUETGE7A Carry out manual soldering and desoldering 40 CUETGE10A Perform routine manual metal arc welding and/or gas 40 metal arc welding CUETGE8A Use hand tools 20 CUETGE9A Use power tools/hand held operation 20 CUEFOH1A Respond positively to patrons 15 CUEFOH2A Sell products/services to patrons 15 CUEFOH4A Usher patrons 15 CUEFOH5A Provide security services 20 CUSBGE01A Develop and update music industry knowledge 25 CUSSOU01A Move and set up instruments and equipment 10 CUSSOU04A Record sound 25 CUSSOU07A Edit sound using analogue systems 20 CUSGEN01A Use and adapt to changes in technology 5 CUESOU3A Operate sound equipment 40 CUELGT5A Operate lighting 40 CUELGT3A Operate follow spots 30 CUESTA2A Operate staging elements 40 CUEAUD3A Operate audiovisual equipment 30 CUECIN5A Maintain projection equipment 25 CUESET1A Obtain and maintain props 30 CUESET2A Make props 40 CUESET6A Make sets 40 CUESCE1A Assist in producing scenic art 40 CUECOS4A Make costumes 40 CUEMUP2A Design, apply and remove period make up 40 CUEMUP5A Dress (style) wigs 40 CUEFOH3A Operate box office 40 CUESMT1A Assist in stage managing the production 40 14

15 8.3 Entertainment (240 indicative hours) Course Purpose This course will enable students to achieve an entry level qualification in the entertainment industry. The core will give students the opportunity to acquire knowledge and skills related to the collaborative nature of roles and structures in the various environments of the entertainment industry. This course will expose students to a variety of performances and events, styles, venues and audience expectations. Possible AQF Qualifications Certificate II in Entertainment or Certificate II in Entertainment (Front of House) Statement of Attainment towards Certificate II in Music Industry (Foundation) Statement of Attainment towards Certificate III in Entertainment. Course Structure This course consists of nine core units of competency plus nineteen possible elective units at Certificate II level and fifteen elective units at Certificate III level. Course Requirements Students must attempt all nine core units of competency plus elective units to total 240 indicative hours. Students must also complete a minimum of 70 hours of work placement. Core Units Unit Code Unit Title Indicative Hours for HSC Unit Credit CUEIND1A Apply organisation and industry knowledge 30 CUECOR2A Work with others 20 THHCOR03A Follow health, safety and security procedures 10 THHGHS03A Provide first aid 20 CUETGE1A Undertake simple lighting/sound/audiovisual activities 30 CUETGE2A Assist with staging 20 CUECLE1A Undertake general administrative duties 15 CUECLE2A Use information technology 20 THHCOR02A Work in a socially diverse environment 5 Total: 170 indicative hours (Note: Units of competency shown in bold in the above table are mandated as core by the Entertainment Industry Training Package.) 15

16 Elective Units In addition to the core units above, students undertake elective units drawn from the following list to total a further 70 indicative hours. In choosing electives, the minimum requirements applying to eligibility for the AQF qualifications should be noted. These are reproduced in full in section 15 of this document. In particular, students may undertake more than one Music unit of competency for the purposes of the HSC course, but only one can be counted towards the Certificate II in Entertainment. Unit Code Unit Title Indicative Hours for HSC Unit Credit CUETGE3A Bump in the show 25 CUETGE4A Bump out the show 20 CUECOS3A Assist in making costumes 20 CUESET5A Assist in making sets 20 CUEMUP1A Design, apply and remove make up 20 CUECOR1A Manage own work and learning 5 CUETGE7A Carry out manual soldering and desoldering 40 CUETGE10A Perform routine manual metal arc welding and/or 40 gas metal arc welding CUETGE8A Use hand tools 20 CUETGE9A Use power tools/hand held operation 20 Front of House Units CUEFOH1A Respond positively to patrons 15 CUEFOH2A Sell products/services to patrons 15 CUEFOH4A Usher patrons 15 CUEFOH5A Provide security services 20 Music Units CUSBGE01A Develop and update music industry knowledge 25 CUSSOU01A Move and set up instruments and equipment 10 CUSSOU04A Record sound 25 CUSSOU07A Edit sound using analogue systems 20 CUSGEN01A Use and adapt to changes in technology 5 Certificate II in Entertainment (Front of House) For the Certificate II in Entertainment (Front of House) qualification, the unit Respond Positively to Patrons is compulsory and at least one other Front of House unit must be achieved. The other Front of House units are Sell products/services to patrons, Usher Patrons, and Provide security services. Up to four Music units of competency can be counted towards the Certificate II in Entertainment (Front of House). 16

17 For Certificate II in Entertainment (Front of House) eligibility students should need to study: CUEFOH1A Respond positively to patrons 15 plus at least one of: CUEFOH2A Sell products/services to patrons 15 CUEFOH4A Usher patrons 15 CUEFOH5A Provide security services 20 plus additional units to a total of 10 Units (using no more than 4 Music units). 17

18 Certificate III Electives The Certificate II qualifications are regarded by industry as the appropriate level for most secondary school students. A limited number of units of competency drawn from the Certificate III level qualification have been included as elective units in the 240 hour framework course, with access to delivery being limited to those Registered Training Organisations which have scope of registration for Certificate III. The Certificate III elective units are listed below. Unit Code Unit Title Indicative Hours for HSC Unit Credit CUESOU3A Operate sound equipment 40 CUELGT5A Operate lighting 40 CUELGT3A Operate follow spots 30 CUESTA2A Operate staging elements 40 CUEAUD3A Operate audiovisual equipment 30 CUECIN5A Maintain projection equipment 25 CUESET1A Obtain and maintain props 30 CUESET2A Make props 40 CUESET6A Make sets 40 CUESCE1A Assist in producing scenic art 40 CUECOS4A Make costumes 40 CUEMUP2A Design, apply and remove period make up 40 CUEMUP5A Dress (style) wigs 40 CUEFOH3A Operate box office 40 CUESMT1A Assist in stage managing the production 40 18

19 8.4 Entertainment (120 indicative hours) Course Purpose This course will provide students with an opportunity to develop competencies relevant to the entertainment industry and prepare students for further entry level training. It will provide an exit point for students wishing to undertake study in this area for less than 240 hours. Possible AQF Qualifications Statement of Attainment towards Certificate II in Entertainment Statement of Attainment towards Certificate II in Entertainment (Front of House) Statement of Attainment towards Certificate II in Music Industry (Foundation). Course Structure This course is a subset of units drawn from the Entertainment (240 indicative hours) course. Course Requirements Students must attempt units of competency drawn from the 240-hour course which have a total indicative hour allocation of at least 120 hours. Students must also complete a minimum of 35 hours of work placement. 9 Outcomes and Content 9.1 Units of competency Details of the individual units of competency included in the Entertainment Industry Curriculum Framework for the Higher School Certificate are contained in Part B of this syllabus. Part B provides information about unit of competency content and learning outcomes. The text for each unit of competency is reproduced exactly from the Entertainment and Music Industry Training Packages. It consists of: elements of competency performance criteria range of variables evidence guide, including - critical aspects of evidence - linkages to other units/concurrent assessment - underpinning knowledge and skills - resource requirements and implications - method and context of assessment. 19

20 In addition, Part B contains a section entitled HSC Requirements and Advice. For each unit of competency, this section prescribes the scope of learning expected of Stage 6 students undertaking HSC Entertainment Industry courses. The units of competency that can be delivered and assessed are determined by the scope of registration of each Registered Training Organisation (RTO). Teachers and trainers should check their institution s scope of registration before determining which units of competency are included in their teaching and assessment programs. Scope of registration can be checked on the National Training Information Service (NTIS) website ( Information about the delivery of HSC VET courses by RTOs other than schools or TAFE colleges is contained in the Board of Studies Assessment, Certification and Examination (ACE) Manual and Board of Studies Official Notices. 9.2 Course delivery It is the responsibility of the RTO to determine both the resources required for course delivery and the qualifications required by teachers and trainers delivering courses on behalf of the RTO. Separate advice on learning materials, resource requirements and teacher qualifications is available from school system authorities. Further advice on curriculum materials that may be used to support the delivery of framework courses is contained in the Entertainment Industry Support Document. This information is provided as a guide to RTOs delivering HSC courses within the curriculum framework. The use of the resources listed is not mandatory. 20

21 10 Work Placement The courses in the VET industry curriculum frameworks have been designed to deliver specified units of competency. The units of competency have been drawn from the industry training packages. They have associated indicative hours to guide schools and other deliverers. Work placement is a mandatory HSC requirement of each course within this framework and indicative hours have been assigned to the work placement requirement for each course. Learning in the workplace will enable students to: progress towards the achievement of industry competencies develop appropriate attitudes towards work learn a range of behaviours appropriate to the industry practise skills acquired off the job in a classroom or workshop develop additional skill and knowledge, including the key competencies. The mandatory work placement requirements for courses in this framework are not intended to indicate the time required for the achievement of units of competency. The amount of workplace learning required for competency achievement will vary from student to student. Assessment of the units of competency is to be undertaken by a qualified assessor(s) either in a work placement or in classroom delivery (see Method and Context of Assessment for each unit of competency in Part B of the syllabus). Work placement requirements Students are required to complete the following mandatory work placement : 240 indicative hours course: a minimum of 70 hours in an appropriate workplace 120 indicative hours course: a minimum of 35 hours in an appropriate workplace. It is the responsibility of the school or other RTO to determine how course outcomes are best to be achieved and to structure delivery accordingly. If additional work placement or classroom time is required to enable individuals or classes of students to achieve the competencies this will be determined by the deliverer. Work placement is to be undertaken in an entertainment industry environment. It is permissible for up to 50% to be undertaken in other entertainment production environments intended for public performance, including school productions. Further information and advice on the implementation of work placement is contained in policy statements and guidelines available from the relevant school system authority or RTO. Part-time work Under some circumstances, students part-time work in the industry may be used to fulfil work placement requirements. For further details, teachers and principals should consult the Board of Studies Assessment, Certification and Examination (ACE) Manual. 21

22 11 Assessment Requirements and Advice Assessment is the process of gathering information and making judgements about student achievement for a variety of purposes. In the Higher School Certificate, those purposes include: assisting student learning evaluating and improving teaching and learning programs certifying satisfactory achievement and completion of courses reporting achievement in the Higher School Certificate. For VET courses they also include assessment for the purpose of achieving AQF qualifications and Statements of Attainment. The information in this section relates to the Board of Studies requirements for assessing and reporting achievement in the Higher School Certificate. In this context, assessing refers to competency-based assessment and to external examinations. Reporting refers to the documents used by the Board and RTO to report both measures of achievement Competency-based assessment The courses within the Entertainment Industry Curriculum Framework are competency-based courses. The Board of Studies and the Vocational Education and Training Accreditation Board (VETAB) require that a competency-based approach to assessment be used and that a record be held by the RTO of the competencies achieved. In a competency-based course, assessment of competencies is standards-referenced. This means that a participant s performance is judged against a prescribed standard not against the performance of other participants. The purpose of assessment is to judge competence on the basis of performance against the performance criteria set out under each element of competency. A participant is judged either competent or not yet competent. This judgement is made on the basis of evidence, which may be in a variety of forms. Competency-based assessment is based on the requirements of the workplace. Competence incorporates all aspects of work performance, including problem-solving and the capacity to apply skills and knowledge in both familiar and new situations. Assessment of competence involves the assessment of skills and knowledge combined. It is not necessary, nor is it necessarily desirable, for individual performance criteria to be demonstrated separately for assessment purposes. Rather, assessors should adopt an integrated or holistic approach to assessment. This means that a number of elements of competency or even several units of competency are assessed together. This method of assessment is encouraged in line with the concept of competence as the integration of a wide range of skills, knowledge and attitudes. 22

23 11.2 Training package requirements To achieve an AQF Certificate or Statement of Attainment, a student or worker must be assessed as competent according to the requirements set out for that qualification in the National Training Package. The assessment must be conducted by a qualified assessor through the auspices of the RTO that is to issue the qualification. Assessment guidelines The assessment guidelines of a training package are, along with qualifications and units of competency, one of the three endorsed (mandatory) components of the package. The role of the assessment guidelines is to provide the principles and guidance to ensure that assessment is fair, valid, consistent and to industry standard. Extracts from the assessment guidelines are to be found in the support document for this syllabus. The full text of the assessment guidelines is to be found in the Entertainment and Music Industry Training Packages and on the National Training Information Service (NTIS) website ( Using qualified assessors The assessment guidelines in the Entertainment and Music Industry Training Packages specify that assessment must be conducted by qualified assessors. The guidelines include the necessary qualifications for persons conducting assessments and provide for those situations where more than one person may contribute to the assessment and where the required technical and assessment competencies may not all be held by any one person. It is important to note that the components of the assessor qualification need not be met by one individual. The qualified assessor may consist of an assessment team in which one partner has assessor qualifications and the other has industry expertise Competency record book The competency record book forms a permanent record of all units and elements of competency demonstrated by a student undertaking courses within the Entertainment Industry Curriculum Framework. Achievement of elements of competency and units of competency should be progressively recorded in the student s competency record. It should be noted that: all performance criteria need to be met to demonstrate the achievement of an element of competency all elements of competency must be achieved to demonstrate the achievement of a unit of competency. 23

24 11.4 HSC Examination Entertainment (240 indicative hours) The Higher School Certificate examination in Entertainment Industry (240 indicative hours) is optional. It will consist of a written examination. Students will nominate during the HSC year to undertake the optional examination. The examination is independent of the competency-based assessment undertaken during the course and has no impact on student eligibility for AQF qualifications HSC Examination Specifications The examination in Entertainment Industry is a 2-hour written paper and is worth 100 marks. The paper is marked out of 80. The total marks gained are then converted to a final mark out of 100. The paper will be based on three areas. 1 The core units of competency in Entertainment Industry (240 indicative hours), including: - elements of competency - performance criteria - range of variables - evidence guide. The units are: Unit Code CUEIND1A CUECOR2A THHCOR03A THHGHS03A CUETGE1A CUETGE2A CUECLE1A CUECLE2A THHCOR02A Unit Title Apply organisation and industry knowledge Work with others Follow health, safety and security procedures Provide first aid Undertake simple lighting/sound/ audiovisual activities Assist with staging Undertake general administrative duties Use information technology Work in a socially diverse environment 2 Minimum prescribed learning contained in the Higher School Certificate requirements for each unit of competency (see Entertainment Industry Curriculum Framework, Part B), including: - minimum learning for the Higher School Certificate - key terms and concepts. 3 Associated key competencies. 24

25 The paper will consist of THREE sections. Section I (15 marks) There are 15 multiple-choice questions. All questions in this section are compulsory. All questions are of equal value. Section II (35 marks) The questions in this section are short response items, in parts. All questions in this section are compulsory. Question parts will range in value. Section III (30 marks) There are three extended-response questions in this section. Students must attempt TWO questions. All questions are of equal value. 25

26 12 HSC Requirements and Certification 12.1 Course Completion Requirements For a student to be considered to have satisfactorily completed a course within the Entertainment Industry Curriculum Framework there must be sufficient evidence that the student has: followed the course developed or endorsed by the Board applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school achieved some or all of the course outcomes undertaken the mandatory work placement Preliminary and HSC unit credit To facilitate flexibility of VET in the Higher School Certificate, courses within the Entertainment Industry Curriculum Framework may be delivered as Preliminary units, as HSC units or as a combination of Preliminary and HSC units Higher School Certificate Record of Achievement Courses within the Entertainment Industry Curriculum Framework will be listed on the Higher School Certificate Record of Achievement, together with the unit value of the course. No mark will be listed for the achievement of competency but the Record of Achievement will refer to the AQF Certificates and Statements of Attainment, which will be issued separately. For students enrolled in Entertainment Industry (240 indicative hours) and who undertake the written HSC examination, a scaled examination mark out of 100 will be recorded on the Higher School Certificate Record of Achievement. No school-based assessment mark will be recorded AQF qualifications Students assessed as fulfilling requirements will be eligible for AQF certification as described below. Certificate II in Entertainment the four training package core units six other units of competency in this course (of which only one may be a Music unit). Certificate II in Entertainment (Front of House) the four training package core units six other units of competency in this course two of the six units must be Respond Positively to Patrons and one other front of house unit. Statement of Attainment showing partial completion of Certificate II in Entertainment one or more units from the Entertainment Industry Training Package units in this course. 26

27 Statement of Attainment showing partial completion of Certificate II in Music Industry (Foundation) one or more units from the Music Industry Training Package units in this course. Statement of Attainment showing partial completion of Certificate III in Entertainment one or more Certificate III units from the Entertainment Industry Training Package units in this course. Full details of the minimum requirements for qualifications drawn from the Entertainment Industry Training Package are set out in Section 15 of this document. 27

28 13 Other Information 13.1 Providing for all students Students with special education needs Courses within the Entertainment Industry Curriculum Framework are available to all students. Students with special education needs who meet the eligibility requirements for undertaking Stage 6 Life Skills courses may access: courses within the Entertainment Industry Curriculum Framework under regular course arrangements or units of competency selected through the individual transition-planning process from the AQF II units of competency. The latter option recognises that students with special education needs may require additional time to demonstrate the required level of competence. The appropriate units of competency will be selected through the individual transition-planning process and should be directed towards the achievement of an AQF Certificate. It is recommended that the individual transition-planning should prioritise the core units of competency as they provide essential foundation skills for employment in the industry. Additional units of competency should then be selected according to the identified individual needs of the student. Successful participation in courses within the Entertainment Industry Curriculum Framework for students with special education needs will require: transition-planning to meet individual needs prevocational preparation appropriate methods for course delivery and assessment ongoing partnerships between schools, students, parents, teachers, employers and others in the community. To develop skills and knowledge to industry standard, students with special education needs may require extended time and additional support off the job and in the workplace. Further advice on the implementation of Industry Curriculum Frameworks for students with special education needs is contained in the Stage 6 Industry Curriculum Framework Support Document for Students with Special Education Needs. This document is available on the Board of Studies website ( 28

29 Work placement Students with special education needs must undertake the minimum work placement requirements for courses within the Entertainment Industry Curriculum Framework. These requirements are detailed in the course requirements for each course and in Section 10 of this syllabus. Assessment Students with special education needs are subject to the assessment requirements detailed in Section 11 of this syllabus. AQF qualifications Students with special education needs are eligible for AQF qualifications under the same arrangements as for all students. To receive AQF qualifications, students must meet the assessment requirements of the Training Packages. Assessment must be conducted by a qualified assessor. Eligibility to enrol in Life Skills courses in Stage 6 In general, students entering a Life Skills course in Stage 6 will have completed at least four Life Skills courses in Stage 5. In special circumstances, a student who has not undertaken at least four Life Skills courses in Stage 5 may wish to enrol in Life Skills courses in Stage 6. These special circumstances might include situations where: a student has attempted regular syllabuses for the School Certificate but has experienced significant difficulty a student transfers from interstate or overseas a student has a deteriorating condition. The completion of a transition-planning process for each student is a condition of access to Life Skills courses in Stage 6. The Board expects that the majority of students who enrol in Life Skills courses in Stage 6 will be students with an intellectual disability. Gender and cultural considerations Industry curriculum frameworks have been developed to address the needs of a broad range of students. Teaching and assessment programs in the Entertainment Industry Curriculum Framework should be developed to minimise any gender or cultural bias. Case studies, illustrative examples and other materials used for teaching and assessment should be selected on the basis that they do not reinforce gender or cultural stereotypes. Trainees The Entertainment Industry Curriculum Framework includes provision for trainees to fulfil their requirements and gain an AQF Certificate II in Entertainment or Entertainment (Front of House). Trainees who are seeking credit towards the Higher School Certificate for their training should undertake the 240 indicative hours course. Further information on requirements and arrangements for part-time traineeships in the entertainment industry is available from school system authorities, the Department of Education and Training and New Apprenticeship Centres. 29