entertainment industry curriculum framework stage 6 ... · 7 entertainment industry curriculum...

Entertainment IndustryCurriculum Framework

Stage 6 Syllabus

Part A

for implementation from 2003

Entertainment (240 indicative hours) courseEntertainment (120 indicative hours) course

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 NationalTraining 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 CommonwealthGovernment through ANTA. This work is copyright, but permission is given to trainers and teachers to make copies byphotocopying or other duplicating processes for use with their own training organisations or in a workplace where thetraining is being conducted. This permission does not extend to the making of copies for use outside the immediate trainingenvironment for which they are made, nor the making of copies for hire or resale to third parties. The views expressed in thisversion 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 1997.

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Published by Board of Studies NSWGPO Box 5300Sydney 2001Australia

Tel: (02 9367 8111Fax: (02) 9367 8484Internet: http://www.boardofstudies.nsw.edu.au

July 2002

ISBN 1 74099 227 X

2002360

Contents

1 Introduction to Industry Curriculum Frameworks.................................................................42 Documentation Associated with Industry Curriculum Frameworks ......................................53 The Higher School Certificate Program of Study..................................................................64 Vocational Education and Training (VET) in the NSW Higher School Certificate................7

4.1 The National Training Framework ............................................................................74.2 Industry Curriculum Frameworks .............................................................................8

5 Rationale..............................................................................................................................96 Aim .................................................................................................................................97 Entertainment Industry Curriculum Framework....................................................................9

7.1 Training Package Qualifications ...............................................................................97.2 Units of Competency included in the Entertainment Industry

Curriculum Framework...........................................................................................117.3 Possible Occupational Outcomes ............................................................................12

8 Course Structures ...............................................................................................................138.1 Courses within the Entertainment Industry Curriculum Framework ........................138.2 Allocation of hours for unit credit in the HSC .........................................................138.3 Entertainment (240 indicative hours) Course...........................................................158.4 Entertainment (120 indicative hours) Course...........................................................19

9 Outcomes and Content .......................................................................................................199.1 Units of competency ...............................................................................................199.2 Course delivery.......................................................................................................20

10 Work Placement.................................................................................................................2111 Assessment Requirements and Advice ...............................................................................22

11.1 Competency-based assessment................................................................................2211.2 Training package requirements ...............................................................................2311.3 Competency record book .......................................................................................2311.4 HSC Examination - Entertainment (240 Indicative Hours) ......................................2411.5 HSC Examination Specifications ............................................................................24

12 HSC Requirements and Certification..................................................................................2612.1 Course Completion Requirements...........................................................................2612.2 Preliminary and HSC unit credit .............................................................................2612.3 Higher School Certificate Record of Achievement..................................................2612.4 AQF Qualifications.................................................................................................26

13 Other Information ..............................................................................................................2813.1 Providing for all students ........................................................................................2813.2 Key competencies...................................................................................................3013.3 Links between the Entertainment Industry Framework and other HSC courses .......3013.4 Articulation to further training ................................................................................31

14 AQF Levels........................................................................................................................3215 Minimum Requirements for AQF Qualifications................................................................3416 Glossary.............................................................................................................................37

Entertainment Industry Curriculum Framework – Stage 6 Syllabus

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1 Introduction to Industry Curriculum Frameworks

Industry curriculum frameworks have been developed to provide students with the opportunity togain credit towards the NSW Higher School Certificate and credit towards national vocationalqualifications under the Australian Qualifications Framework (AQF).

Industry curriculum frameworks are based on national training packages. They specify the range ofindustry-developed units of competency from the relevant training packages that have beenidentified as suitable for the purposes of the Higher School Certificate. They also define how unitsof competency are arranged into Vocational Education and Training (VET) courses for the purposeof gaining unit credit for the Higher School Certificate. Wherever possible, VET courses in industrycurriculum frameworks are aligned to national vocational qualifications.

This industry curriculum framework incorporates all Higher School Certificate EntertainmentIndustry 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.


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2 Documentation associated with Industry Curriculum Frameworks

The documentation for industry curriculum frameworks has been written to assist teachers andtrainers develop teaching and assessment programs and to help in the management of competencyachievement of Higher School Certificate candidates.

The purpose of Part A of the Entertainment Industry Curriculum Framework Stage 6 Syllabus is todescribe how students may achieve unit credit towards the Higher School Certificate and credittowards a vocational qualification. It contains general advice about the Entertainment IndustryCurriculum Framework and describes course structures and requirements, including workplacement. This document should be used as the first reference when planning the implementationof VET courses for the Higher School Certificate.

The set of documents associated with the curriculum framework is shown below.

Industry Curriculum Framework Documentation


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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.


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4 Vocational Education and Training (VET) in theNSW Higher School Certificate

4.1 The National Training Framework

All accredited Vocational Education and Training (VET) programs, including those for HigherSchool 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. Tofacilitate this, the award of a particular AQF Diploma, Certificate or Statement ofAttainment depends on the person who seeks a qualification meeting specified industrycompetency standards. Competency standards have been developed by industry to reflect thereal requirements for employment and effective work performance in the relevant industryand are expressed in national industry training packages.

National Training PackagesAll 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 evidenceguide

– assessment guidelines, which set out conditions for establishing that competency hasbeen met

– qualifications, explaining each qualification and relationships between them.

Training packages may also contain a range of materials designed to assist with training andassessment. 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, theyare recognised in all parts of Australia. This is assured by the AQTF, which ensures that thequality of training and assessment is consistent and reliable.

Under the AQTF, an organisation wishing to provide training, assess competencies and issueVET qualifications under the AQF must be a Registered Training Organisation (RTO). It isthe responsibility of an RTO, whether it is a school or school system, a TAFE college orother training provider, to ensure that quality assurance requirements are met. Theserequirements include access to adequate resources and appropriately qualified staff in orderto deliver and/or assess training programs that lead to the achievement of qualifications (orindividual 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 byany other RTO.

The teacher qualifications and resources required to deliver the courses in this framework, includingprofessional development needs, will be determined by the NSW Qualifications, Recognition andResource Requirements Committee (QRRRC) which includes representatives of industry, schoolsystems, TAFE NSW and the Office of the Board of Studies. Details of these requirements will bepublished in the Industry Curriculum Frameworks Information Package (ICFIP) developed by theschool system authorities.


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4.2 Industry Curriculum Frameworks

Industry curriculum frameworks have been developed to satisfy the requirements of the NationalTraining 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 relevantnational training package that is approved by the Board of Studies for inclusion in the NSW HigherSchool Certificate. It also describes the groupings of units of competency that define specific HSCVET courses. These are determined largely by the qualifications available in the relevant trainingpackage and their suitability for school students attempting the Higher School Certificate. Anindustry curriculum framework must also meet a set of criteria developed to promote thestrengthening and extension of VET in the Higher School Certificate.

Units of competency are the components against which assessment and reporting occur for thepurpose of gaining credit towards an AQF qualification. They are also the focus of courses withinan industry curriculum framework. In this sense, the elements of competency, which collectivelydefine the outcomes of each unit of competency, also define the outcomes of HSC VET courseswithin each framework.


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5 Rationale

Secondary schools in New South Wales have a strong tradition in the performing arts. The BoardDeveloped 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 tostatewide events. The Entertainment Industry Curriculum Framework complements these coursesand experiences. It provides the opportunity for students to acquire competence in, and recognitionfor, support roles in performing arts.

In recent years, a number of schools have applied for Board endorsement of VET courses in thearea of entertainment. The availability of a national industry training package has enabled the Boardto respond to this growing demand by developing a curriculum framework in the entertainmentindustry. The framework will provide the opportunity for students to gain a nationally recognisedindustry qualification as part of their Higher School Certificate. These qualifications articulate intohigher-level vocational qualifications which students may pursue post-school. The framework alsoprovides an optional HSC examination, which allows results from the 240-hour course to contributeto the calculation of the University Admission Index (UAI).

The Entertainment industry covers a wide range of occupations including front of house, set andprops manufacture, lighting and sound operations, audiovisual, costume, makeup, scenic art, stagingand stage management. Employment projections for the entertainment industry vary significantlyacross 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 thecompetencies required for various specialised occupations. The Entertainment Industry CurriculumFramework is based on the Certificate II level qualifications from the training package, withprovision for progress towards Certificate III in some instances. It includes competencies relevant toa variety of entertainment occupations, allowing students to explore possible career interests andpathways as part of their Higher School Certificate studies.

6 Aim

The Entertainment Industry Curriculum Framework is designed to provide students withappropriate learning opportunities that will enable them to acquire a range of technical, personaland interpersonal skills valued both within and beyond the entertainment industry workplace as wellas 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 TrainingPackage (CUE98). This training package incorporates a range of AQF qualifications ranging fromLevel I Certificate through to Advanced Diploma, as set out below. The qualifications availablethrough the Entertainment Industry Curriculum Framework are Certificate II in Entertainment andCertificate II in Entertainment (Front of House). Depending on the elective units chosen, studentsmay also be eligible for a Statement of Attainment towards Certificate III in Entertainment and/or a


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Statement of Attainment towards Certificate II in Music Industry (Foundation). The five Musicunits of competency included in this framework are drawn from the Music Industry TrainingPackage (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)


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7.2 Units of Competency included in the Entertainment Industry CurriculumFramework

There are forty-three units of competency in the Entertainment Curriculum Framework. Thirty-eightof these units are from the Entertainment Industry Training Package and five are from the MusicIndustry Training Package. Of the thirty-eight units from the Entertainment Industry TrainingPackage, twenty-three are from Certificate II and fifteen are from Certificate III. A full list of theunits of competency available in the Framework is set out below.

Unit Code Unit TitleCUEIND1A Apply organisation and industry knowledgeCUECOR2A Work with othersTHHCOR03A Follow health, safety and security proceduresTHHGHS03A Provide first aidCUETGE1A Undertake simple lighting/sound/audiovisual activitiesCUETGE2A Assist with stagingCUECLE1A Undertake general administrative dutiesCUECLE2A Use information technologyTHHCOR02A Work in a socially diverse environmentCUETGE3A Bump in the showCUETGE4A Bump out the showCUECOS3A Assist in making costumesCUESET5A Assist in making setsCUEMUP1A Design, apply and remove make upCUECOR1A Manage own work and learningCUETGE7A Carry out manual soldering and desolderingCUETGE10A Perform routine manual metal arc welding and/or gas metal arc weldingCUETGE8A Use hand toolsCUETGE9A Use power tools/hand held operationCUEFOH1A Respond positively to patronsCUEFOH2A Sell products/services to patronsCUEFOH4A Usher patronsCUEFOH5A Provide security servicesCUSBGE01A Develop and update music industry knowledgeCUSSOU01A Move and set up instruments and equipmentCUSSOU04A Record soundCUSSOU07A Edit sound using analogue systemsCUSGEN01A Use and adapt to changes in technologyCUESOU3A Operate sound equipmentCUELGT5A Operate lightingCUELGT3A Operate follow spotsCUESTA2A Operate staging elementsCUEAUD3A Operate audiovisual equipmentCUECIN5A Maintain projection equipmentCUESET1A Obtain and maintain propsCUESET2A Make propsCUESET6A Make setsCUESCE1A Assist in producing scenic artCUECOS4A Make costumesCUEMUP2A Design, apply and remove period make upCUEMUP5A Dress (style) wigsCUEFOH3A Operate box officeCUESMT1A Assist in stage managing the production


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Each nationally endorsed unit of competency has been allocated a code. The full code assigned tothe 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 differentcareers across the industry. A person can complete a general qualification in entertainment leadingto a number of broadly based jobs. This may suit small and regional centres where a mix of skillsmay be required. Or they can specialise, with the options for specialisation varying at differentlevels. 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


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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 ofcompetency that have been identified as being suitable for the purposes of the Higher SchoolCertificate.

Each course within a framework describes how the available units of competency can be grouped togain units of credit towards the Higher School Certificate.

There are two courses in the Entertainment Industry Curriculum Framework. A front of housespecialisation 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 totheir aptitude and experience. Where a training program is designed for delivery by a RegisteredTraining Organisation (RTO), the RTO will specify the length of the training program according tothe curriculum resources or delivery strategies chosen.

For the purposes of the Higher School Certificate, however, courses must be described in terms oftheir indicative duration. Courses in this industry curriculum framework are 240 indicative hours forHSC credit or 120 indicative hours for HSC credit.

For this reason, indicative hours for unit credit towards the Higher School Certificate have beenassigned to each unit of competency within the framework. It is emphasised that the assignment ofindicative hours does not imply that all students will fulfil all requirements for a unit of competencywithin these hours. RTOs may determine that additional or fewer hours are required for theachievement of particular competencies. This does not alter the indicative hours allocated, only thedelivery hours. It is also expected that students will need to spend additional time in practising skillsin a real or simulated work environment and in completing projects and assignments, in order tofulfil industry assessment requirements.

The table below shows the amount of HSC credit that has been allocated by the Board of Studies toindividual units of competency within the framework. This information may be useful inapportioning time when developing teaching and assessment programs. However, it does notnecessarily reflect the amount of time an individual student will need to develop the competencyassociated with a given unit.


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Unit Code Unit Title Indicative Hours forHSC Unit Credit

CUEIND1A Apply organisation and industry knowledge 30CUECOR2A Work with others 20THHCOR03A Follow health, safety and security procedures 10THHGHS03A Provide first aid 20CUETGE1A Undertake simple lighting/sound/audiovisual activities 30CUETGE2A Assist with staging 20CUECLE1A Undertake general administrative duties 15CUECLE2A Use information technology 20THHCOR02A Work in a socially diverse environment 5CUETGE3A Bump in the show 25CUETGE4A Bump out the show 20CUECOS3A Assist in making costumes 20CUESET5A Assist in making sets 20CUEMUP1A Design, apply and remove make up 20CUECOR1A Manage own work and learning 5CUETGE7A Carry out manual soldering and desoldering 40CUETGE10A Perform routine manual metal arc welding and/or gas

metal arc welding40

CUETGE8A Use hand tools 20CUETGE9A Use power tools/hand held operation 20CUEFOH1A Respond positively to patrons 15CUEFOH2A Sell products/services to patrons 15CUEFOH4A Usher patrons 15CUEFOH5A Provide security services 20CUSBGE01A Develop and update music industry knowledge 25CUSSOU01A Move and set up instruments and equipment 10CUSSOU04A Record sound 25CUSSOU07A Edit sound using analogue systems 20CUSGEN01A Use and adapt to changes in technology 5CUESOU3A Operate sound equipment 40CUELGT5A Operate lighting 40CUELGT3A Operate follow spots 30CUESTA2A Operate staging elements 40CUEAUD3A Operate audiovisual equipment 30CUECIN5A Maintain projection equipment 25CUESET1A Obtain and maintain props 30CUESET2A Make props 40CUESET6A Make sets 40CUESCE1A Assist in producing scenic art 40CUECOS4A Make costumes 40CUEMUP2A Design, apply and remove period make up 40CUEMUP5A Dress (style) wigs 40CUEFOH3A Operate box office 40CUESMT1A Assist in stage managing the production 40


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8.3 Entertainment (240 indicative hours) Course

Purpose

This course will enable students to achieve an entry level qualification in the entertainmentindustry. The core will give students the opportunity to acquire knowledge and skills related to thecollaborative nature of roles and structures in the various environments of the entertainmentindustry. This course will expose students to a variety of performances and events, styles, venuesand 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 atCertificate 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 indicativehours. Students must also complete a minimum of 70 hours of work placement.

Core Units


CUEIND1A Apply organisation and industry knowledge 30CUECOR2A Work with others 20THHCOR03A Follow health, safety and security procedures 10THHGHS03A Provide first aid 20CUETGE1A Undertake simple lighting/sound/audiovisual activities 30CUETGE2A Assist with staging 20CUECLE1A Undertake general administrative duties 15CUECLE2A Use information technology 20THHCOR02A 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 EntertainmentIndustry Training Package.)


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Elective Units

In addition to the core units above, students undertake elective units drawn from the following listto total a further 70 indicative hours. In choosing electives, the minimum requirements applying toeligibility for the AQF qualifications should be noted. These are reproduced in full in section 15 ofthis document. In particular, students may undertake more than one Music unit of competency forthe purposes of the HSC course, but only one can be counted towards the Certificate II inEntertainment.


CUETGE3A Bump in the show 25CUETGE4A Bump out the show 20CUECOS3A Assist in making costumes 20CUESET5A Assist in making sets 20CUEMUP1A Design, apply and remove make up 20CUECOR1A Manage own work and learning 5CUETGE7A Carry out manual soldering and desoldering 40CUETGE10A Perform routine manual metal arc welding and/or

gas metal arc welding40

CUETGE8A Use hand tools 20CUETGE9A Use power tools/hand held operation 20

Front of House UnitsCUEFOH1A Respond positively to patrons 15CUEFOH2A Sell products/services to patrons 15CUEFOH4A Usher patrons 15CUEFOH5A Provide security services 20

Music UnitsCUSBGE01A Develop and update music industry knowledge 25CUSSOU01A Move and set up instruments and equipment 10CUSSOU04A Record sound 25CUSSOU07A Edit sound using analogue systems 20CUSGEN01A 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 toPatrons is compulsory and at least one other Front of House unit must be achieved. The other Frontof 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).


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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 15CUEFOH4A Usher patrons 15CUEFOH5A Provide security services 20

plus additional units to a total of 10 Units (using no more than 4 Music units).


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Certificate III Electives

The Certificate II qualifications are regarded by industry as the appropriate level for most secondaryschool students. A limited number of units of competency drawn from the Certificate III levelqualification have been included as elective units in the 240 hour framework course, with access todelivery being limited to those Registered Training Organisations which have scope ofregistration for Certificate III. The Certificate III elective units are listed below.


CUESOU3A Operate sound equipment 40CUELGT5A Operate lighting 40CUELGT3A Operate follow spots 30CUESTA2A Operate staging elements 40CUEAUD3A Operate audiovisual equipment 30CUECIN5A Maintain projection equipment 25CUESET1A Obtain and maintain props 30CUESET2A Make props 40

CUESET6A Make sets 40CUESCE1A Assist in producing scenic art 40CUECOS4A Make costumes 40CUEMUP2A Design, apply and remove period make up 40

CUEMUP5A Dress (style) wigs 40CUEFOH3A Operate box office 40CUESMT1A Assist in stage managing the production 40


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8.4 Entertainment (120 indicative hours) Course

Purpose

This course will provide students with an opportunity to develop competencies relevant to theentertainment industry and prepare students for further entry level training. It will provide an exitpoint 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 totalindicative hour allocation of at least 120 hours. Students must also complete a minimum of 35 hoursof work placement.

9 Outcomes and Content

9.1 Units of competency

Details of the individual units of competency included in the Entertainment Industry CurriculumFramework for the Higher School Certificate are contained in Part B of this syllabus. Part Bprovides information about unit of competency content and learning outcomes.

The text for each unit of competency is reproduced exactly from the Entertainment and MusicIndustry 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.


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In addition, Part B contains a section entitled HSC Requirements and Advice. For each unit ofcompetency, this section prescribes the scope of learning expected of Stage 6 students undertakingHSC Entertainment Industry courses.

The units of competency that can be delivered and assessed are determined by the scope ofregistration of each Registered Training Organisation (RTO). Teachers and trainers should checktheir institution’s scope of registration before determining which units of competency are includedin their teaching and assessment programs. Scope of registration can be checked on the NationalTraining Information Service (NTIS) website (www.ntis.gov.au).

Information about the delivery of HSC VET courses by RTOs other than schools or TAFE collegesis contained in the Board of Studies Assessment, Certification and Examination (ACE) Manual andBoard of Studies Official Notices.

9.2 Course delivery

It is the responsibility of the RTO to determine both the resources required for course delivery andthe qualifications required by teachers and trainers delivering courses on behalf of the RTO.

Separate advice on learning materials, resource requirements and teacher qualifications is availablefrom school system authorities.

Further advice on curriculum materials that may be used to support the delivery of frameworkcourses is contained in the Entertainment Industry Support Document. This information is providedas a guide to RTOs delivering HSC courses within the curriculum framework. The use of theresources listed is not mandatory.


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10 Work Placement

The courses in the VET industry curriculum frameworks have been designed to deliver specifiedunits of competency. The units of competency have been drawn from the industry trainingpackages. They have associated indicative hours to guide schools and other deliverers.

Work placement is a mandatory HSC requirement of each course within this framework andindicative 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 toindicate the time required for the achievement of units of competency. The amount of workplacelearning required for competency achievement will vary from student to student. Assessment of theunits of competency is to be undertaken by a qualified assessor(s) either in a work placement or inclassroom delivery (see Method and Context of Assessment for each unit of competency in Part B ofthe 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 beachieved and to structure delivery accordingly. If additional work placement or classroom time isrequired to enable individuals or classes of students to achieve the competencies this will bedetermined by the deliverer.

Work placement is to be undertaken in an entertainment industry environment. It is permissible forup to 50% to be undertaken in other entertainment production environments intended for publicperformance, including school productions.

Further information and advice on the implementation of work placement is contained in policystatements 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 workplacement requirements. For further details, teachers and principals should consult the Board ofStudies’ Assessment, Certification and Examination (ACE) Manual.


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11 Assessment Requirements and Advice

Assessment is the process of gathering information and making judgements about studentachievement 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 andStatements of Attainment.

The information in this section relates to the Board of Studies’ requirements for assessing andreporting achievement in the Higher School Certificate. In this context, assessing refers tocompetency-based assessment and to external examinations. Reporting refers to the documents usedby the Board and RTO to report both measures of achievement.

11.1 Competency-based assessment

The courses within the Entertainment Industry Curriculum Framework are competency-basedcourses. 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 beheld by the RTO of the competencies achieved.

In a competency-based course, assessment of competencies is standards-referenced. This means thata participant’s performance is judged against a prescribed standard — not against the performanceof other participants.

The purpose of assessment is to judge competence on the basis of performance against theperformance criteria set out under each element of competency. A participant is judged eithercompetent or not yet competent. This judgement is made on the basis of evidence, which may be ina variety of forms.

Competency-based assessment is based on the requirements of the workplace. Competenceincorporates all aspects of work performance, including problem-solving and the capacity to applyskills and knowledge in both familiar and new situations. Assessment of competence involves theassessment of skills and knowledge combined.

It is not necessary, nor is it necessarily desirable, for individual performance criteria to bedemonstrated separately for assessment purposes. Rather, assessors should adopt an integrated orholistic approach to assessment. This means that a number of elements of competency or evenseveral units of competency are assessed together. This method of assessment is encouraged in linewith the concept of competence as the integration of a wide range of skills, knowledge andattitudes.


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11.2 Training package requirements

To achieve an AQF Certificate or Statement of Attainment, a student or worker must be assessed ascompetent according to the requirements set out for that qualification in the National TrainingPackage. The assessment must be conducted by a qualified assessor through the auspices of theRTO that is to issue the qualification.

Assessment guidelines

The assessment guidelines of a training package are, along with qualifications and units ofcompetency, 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 thatassessment is fair, valid, consistent and to industry standard. Extracts from the assessmentguidelines 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 IndustryTraining Packages and on the National Training Information Service (NTIS) website(www.ntis.gov.au).

Using qualified assessors

The assessment guidelines in the Entertainment and Music Industry Training Packages specify thatassessment must be conducted by qualified assessors.

The guidelines include the necessary qualifications for persons conducting assessments and providefor those situations where more than one person may contribute to the assessment and where therequired 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 oneindividual. The ‘qualified assessor’ may consist of an assessment team in which one partner hasassessor qualifications and the other has industry expertise.

11.3 Competency record book

The competency record book forms a permanent record of all units and elements of competencydemonstrated by a student undertaking courses within the Entertainment Industry CurriculumFramework.

Achievement of elements of competency and units of competency should be progressively recordedin 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.


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11.4 HSC Examination — Entertainment (240 indicative hours)

The Higher School Certificate examination in Entertainment Industry (240 indicative hours) isoptional. It will consist of a written examination. Students will nominate during the HSC year toundertake the optional examination.

The examination is independent of the competency-based assessment undertaken during the courseand has no impact on student eligibility for AQF qualifications.

11.5 HSC Examination Specifications

The examination in Entertainment Industry is a 2-hour written paper and is worth 100 marks. Thepaper 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 Unit TitleCUEIND1A Apply organisation and industry knowledgeCUECOR2A Work with othersTHHCOR03A Follow health, safety and security proceduresTHHGHS03A Provide first aid

CUETGE1A Undertake simple lighting/sound/audiovisual activities

CUETGE2A Assist with stagingCUECLE1A Undertake general administrative dutiesCUECLE2A Use information technologyTHHCOR02A Work in a socially diverse environment

2 Minimum prescribed learning contained in the Higher School Certificate requirements for eachunit 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.


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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.


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12 HSC Requirements and Certification

12.1 Course Completion Requirements

For a student to be considered to have satisfactorily completed a course within the EntertainmentIndustry 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.

12.2 Preliminary and HSC unit credit

To facilitate flexibility of VET in the Higher School Certificate, courses within the EntertainmentIndustry Curriculum Framework may be delivered as Preliminary units, as HSC units or as acombination of Preliminary and HSC units.

12.3 Higher School Certificate Record of Achievement

Courses within the Entertainment Industry Curriculum Framework will be listed on the HigherSchool Certificate Record of Achievement, together with the unit value of the course. No mark willbe listed for the achievement of competency but the Record of Achievement will refer to the AQFCertificates and Statements of Attainment, which will be issued separately.

For students enrolled in Entertainment Industry (240 indicative hours) and who undertake thewritten HSC examination, a scaled examination mark out of 100 will be recorded on the HigherSchool Certificate Record of Achievement. No school-based assessment mark will be recorded.

12.4 AQF qualifications

Students assessed as fulfilling requirements will be eligible for AQF certification as describedbelow.

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.


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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 IndustryTraining Package are set out in Section 15 of this document.


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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 6Life Skills courses may access:∑ courses within the Entertainment Industry Curriculum Framework under regular course

arrangementsor∑ 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 timeto demonstrate the required level of competence.

The appropriate units of competency will be selected through the individual transition-planningprocess and should be directed towards the achievement of an AQF Certificate.

It is recommended that the individual transition-planning should prioritise the core units ofcompetency as they provide essential foundation skills for employment in the industry. Additionalunits of competency should then be selected according to the identified individual needs of thestudent.

Successful participation in courses within the Entertainment Industry Curriculum Framework forstudents 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 mayrequire extended time and additional support off the job and in the workplace.

Further advice on the implementation of Industry Curriculum Frameworks for students with specialeducation needs is contained in the Stage 6 Industry Curriculum Framework Support Document forStudents with Special Education Needs. This document is available on the Board of Studies website(www.boardofstudies.nsw.edu.au).


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Work placementStudents with special education needs must undertake the minimum work placement requirementsfor courses within the Entertainment Industry Curriculum Framework. These requirements aredetailed in the course requirements for each course and in Section 10 of this syllabus.

AssessmentStudents with special education needs are subject to the assessment requirements detailed in Section11 of this syllabus.

AQF qualificationsStudents with special education needs are eligible for AQF qualifications under the samearrangements as for all students. To receive AQF qualifications, students must meet the assessmentrequirements of the Training Packages. Assessment must be conducted by a qualified assessor.

Eligibility to enrol in Life Skills courses in Stage 6In general, students entering a Life Skills course in Stage 6 will have completed at least four LifeSkills courses in Stage 5. In special circumstances, a student who has not undertaken at least fourLife 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 LifeSkills courses in Stage 6.

The Board expects that the majority of students who enrol in Life Skills courses in Stage 6 will bestudents with an intellectual disability.

Gender and cultural considerationsIndustry curriculum frameworks have been developed to address the needs of a broad range ofstudents. Teaching and assessment programs in the Entertainment Industry Curriculum Frameworkshould be developed to minimise any gender or cultural bias. Case studies, illustrative examples andother materials used for teaching and assessment should be selected on the basis that they do notreinforce gender or cultural stereotypes.

TraineesThe Entertainment Industry Curriculum Framework includes provision for trainees to fulfil theirrequirements 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 shouldundertake the 240 indicative hours course.

Further information on requirements and arrangements for part-time traineeships in theentertainment industry is available from school system authorities, the Department of Education andTraining and New Apprenticeship Centres.


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13.2 Key competencies

The key competencies are competencies considered essential for effective participation in theemerging patterns of work and work organisation as well as in life generally. They focus on thecapacity to apply knowledge and skills in an integrated way in work situations. Key competenciesare generic in that they apply to work generally, rather than being specific to work in particularoccupations or industries. The key competencies referred to in this industry curriculum frameworkare:∑ collect, analyse and organise information∑ communicate ideas and information∑ plan and organise activities∑ work with others and in teams∑ use mathematical ideas and techniques∑ solve problems∑ use technology.

Each unit of competency included in this industry curriculum framework identifies the relationshipbetween the unit and the key competencies. This relationship is represented by a performance level(1 to 3). The following provides a brief description of the performance levels.

Performance Level 1 describes the competence needed to undertake activities efficiently and withsufficient self-management to meet the explicit requirements of the activity and to make judgementsabout quality of outcome against established criteria.

Performance Level 2 describes the competence needed to manage activities requiring the selection,application and integration of a number of elements, and to select from established criteria to judgequality of process and outcome.

Performance Level 3 describes the competence needed to evaluate and reshape processes, toestablish and use principles in order to determine appropriate ways of approaching activities, and toestablish criteria for judging quality of process and outcome.

Key competencies are essential to each of the units of competency and therefore consideration mustbe given to the ways in which they can be addressed when designing learning activities andassessment instruments.

13.3 Links between the Entertainment Industry Curriculum Framework and otherHSC courses

Students may draw on skills and knowledge acquired in the study of general education HSCsubjects to develop competencies in Entertainment. Learning in English, for example, willcontribute to the development of communication and team competencies. Learning in Legal Studieswill contribute to competencies related to Occupational Health and Safety, and learning inInformation Processes and Technology or Software Design and Development, to technologycompetencies. Similarly, learning in Physics will contribute to competencies in areas such as soundand lighting. There are several Board developed and content endorsed courses which includeoptions or modules in First Aid, which is a core unit of competency in the Entertainmentframework. Conversely, skills and knowledge acquired through learning and experience inEntertainment Industry courses may assist students in achieving the learning outcomes of generaleducation HSC courses.


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Where students are undertaking VET courses in more than one industry curriculum framework,similar competencies may be required. In these cases, learning in one area may contributesignificantly to learning in another. The Entertainment Industry Curriculum Framework has anumber of units of competency that are common or similar to units in other frameworks, althoughthey differ in terms of the HSC requirements in each industry context.∑ Two core units of competency (Follow health, safety and security procedures and Work in a

socially diverse environment) are also included in the Tourism and Hospitality CurriculumFramework.

∑ Four elective units (Carry out manual soldering and desoldering, Perform routine manual metalarc welding and/or gas metal arc welding, Use hand tools, and Use power tools/hand heldoperation) are also available in the Metal and Engineering Curriculum Framework.

∑ Two of these units (Use hand tools, and Use power tools/hand held operation) are also availablein the Primary Industries Curriculum Framework.

Where students apply for recognition of competencies achieved in other contexts, they will need topresent evidence that is acceptable to, and judged by, a qualified assessor as part of anEntertainment competency assessment.

Students may not claim HSC unit credit twice for the same unit of competency. Where a student isundertaking two VET courses involving common units of competency, additional units ofcompetency will need to be included in the student’s program of study in one of the industry areasto make up the indicative hour requirements for Higher School Certificate unit credit.

13.4 Articulation to further training

Students achieving AQF Certificates and Statements of Attainment within this industry curriculumframework will receive advanced standing in further training in this industry area under theAustralian Recognition Framework.

Students who have achieved a Statement of Attainment listing units of competency towardsCertificate II are eligible for advanced standing in Level II training courses delivered by RTOs.

Students who have achieved a Statement of Attainment listing units of competency towardsCertificate III are eligible for advanced standing in Level III training courses delivered by RTOs.

Students and teachers should study the qualifications within the Entertainment Industry TrainingPackage to identify possible training pathways.

Students who proceed to higher level courses at TAFE or through other RTOs may be eligible foradvanced standing in related university courses under arrangements between RTOs and universities.Students seeking to gain credit towards AQF qualifications in other industries may use thequalifications gained in Entertainment as evidence of competency for related units of competency inother national training packages.


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14 AQF Levels

The various levels of AQF VET qualifications reflect levels of performance and degrees ofresponsibility for one’s own output and the output of others in a workplace context. The level of aqualification thus provides an indication of the standard of achievement expected, which iscomparable across industries and provides a context for assessment.

Industry curriculum frameworks relate to VET sector AQF Levels I to III. A brief description ofAQF Levels I, II and III, adapted from The Australian Qualifications Framework ImplementationHandbook, 1 are provided below.

AQF Level I

Work is likely to be carried out under direct supervision. Breadth, depth and complexity ofknowledge and skills would prepare a person to perform a defined range of activities, most of whichwould be routine and predictable.

An individual demonstrating competencies at this level would be able to:∑ demonstrate knowledge by recall in a narrow range of areas∑ demonstrate basic practical skills, such as the use of relevant tools∑ perform a sequence of routine tasks given clear direction∑ receive and pass on messages and information.

AQF Level II

Work is likely to be carried out under direct supervision. Breadth, depth and complexity ofknowledge and skills would prepare a person to perform a range of varied activities; or knowledgewould be applied where there is a clearly defined range of contexts, the choice of actions required isusually clear, and there is limited complexity in the range of options to be applied.An individual demonstrating competencies at this level would be able to:∑ demonstrate basic operational knowledge in a moderate range of areas∑ apply a defined range of skills∑ apply known solutions to a limited range of predictable problems∑ perform a range of tasks where choice between a limited range of options is required∑ assess and record information from various sources∑ take limited responsibility for their own outputs in work and learning.

——————1 Australian Qualifications Framework (AQF) Advisory Board, 1998, The Australian Qualifications

Framework Implementation Handbook, 2nd edn, Carlton, Vic.


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AQF Level III

Breadth, depth and complexity of knowledge and competencies would cover selecting, adapting andtransferring skills and knowledge to new environments and providing technical advice and someleadership in resolution of specific problems. This would be applied across a range of roles in avariety of contexts, with some complexity in the extent and choice of options available.

An individual demonstrating these competencies would be able to:∑ perform a defined range of skilled operations, usually within a range of broader related activities

involving known routines, methods and procedures∑ exercise some discretion and judgement in the selection of equipment, services or contingency

measures∑ operate within known time constraints∑ take some responsibility for others∑ participate in teams, including group or team coordination.

AQF Statements of Attainment and Certificates are ONLY issued on the basis of successful achievementof competency as determined by a qualified assessor.


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15 Minimum Requirements for AQF Qualifications

Set out below are the requirements for the AQF qualifications available in this framework. Thisinformation is reproduced from the Entertainment Industry Training Package. It is included here sothat the minimum requirements for achieving the industry qualifications are clear. Students whomeet these requirements will be eligible for the relevant AQF Certificate, whether or not they havemet the additional requirements of the HSC course.

Certificate I in Entertainment CUE10198

The training package states that:

“There are very few employment outcomes in the entertainment industry from Certificate I.Those people wanting a career path in the entertainment industry should seek a Certificate IIand commence training at that level (as the competencies at Certificate II incorporate those atCertificate I).”

COMPLETE 3 COMPULSORY UNITS COMPLETE 3 OTHER UNITSCUEIND1A Apply organization and industry

knowledgeCUETTTGE3A Bump in the show

CUECOR1A Manage own work and learning CUETGE4A Bump out the showTHHCOR03A Follow health, safety and

security proceduresCUETGE8A Use hand tools

THHGHS03A Provide first aidOne unit may come from another related endorsed industry training package or endorsed nationalcompetency standards packaged to at least the same level.…assessee attains a Certificate I after being assessed as competent in all compulsory units plus threeothers

Further advice on Certificate I is provided in the support documentation.


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CERTIFICATE II IN ENTERTAINMENT CUE20198

CERTIFICATE II – 10 UNITSCOMPLETE ALL COMPULSORY UNITS COMPLETE 6 OTHER UNITS

CUECOS3ACUESET5ACUETGE2ACUETGE3ACUETGE4ACUETGE7ACUEMUP1ACUECOS1ACUECOR1ACUETGE10A

CUEFOH5ACUEFOH1ACUEFOH2ACUECLE1ACUETGE1A

CUETGE8ACUECLE2ACUETGE9ACUEFOH4ATHHCOR02A

Assist in making costumesAssist in making setsAssist with stagingBump in the showBump out the showCarry out manual soldering anddesolderingDesign, apply and remove make upDress performersManage own work and learningPerform routine manual metal arcwelding and/or gas metal arc weldingProvide security servicesRespond positively to patronsSell products / services to patronsUndertake general administrativedutiesUndertake simple lighting / sound /audiovisual activitiesUse hand toolsUse information technologyUse power tools/hand held operationUsher patronsWork in socially diverse environment

CUEIND1A

THHCOR03A

THHGHSO3A

CUECOR2A

Apply organisation andindustry knowledge

Follow health, safety andsecurity procedures

Provide first aid

Work with others

One unit may come from another related endorsed industry training package or endorsed nationalcompetency standards packaged to at least the same level.… assessee attains a Certificate II after being assessed as competent in all compulsory units plus sixothers.


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CERTIFICATE II IN ENTERTAINMENT (FRONT OF HOUSE) CUE20298

CERTIFICATE II – 10 UNITSCOMPLETE ALLCOMPULSORY UNITS

SELECT AT LEAST 1FRONT OF HOUSE UNIT

COMPLETE UP TO 4OTHER UNITS

CUEIND1A Applyorganisation andindustryknowledge

CUEFOH5A Provide securityservices

Complete as many units asnecessary to make up therequired total of 10 units.

THHCOR03A Follow health,safety andsecurityprocedures

CUEFOH2A Sell products/services topatrons

THHGHSO3A Provide first aid CUEFOH4A Usher patronsCUEFOH1A Respond

positively topatrons

CUECOR2A Work with others

Units may be drawn from the other units listed for the Certificate 2 in Entertainment or from anotherrelated endorsed industry training package or endorsed national competency standards packaged to atleast the same level.… assessee attains a Certificate II after being assessed as competent in five compulsory units plus fiveothers.

STATEMENT OF ATTAINMENT TOWARDS CERTIFICATE II MUSIC INDUSTRY(FOUNDATION)

Music Units Unit Title Indicative HoursCUSBGE01A Develop and update music industry knowledge 25CUSSOU01A Move and set up instruments and equipment 10CUSSOU04A Record sound 25CUSSOU07A Edit sound using analogue systems 20CUSGEN01A Use and adapt to changes in technology 5


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16 Glossary

ANTA Australian National Training Authority

AQF Australian Qualifications Framework. The AQF is a comprehensive policyframework defining all qualifications recognised nationally in post-compulsoryeducation and training within Australia. The qualification level depends on thedepth, complexity and the degree of autonomy involved in the work. The AustralianQualifications Framework comprises guidelines which define each qualificationtogether with principles and protocols covering articulation, issuing of aqualification, and transition arrangements.

AQTF Australian Quality Training Framework. The AQTF is a comprehensiveapproach to national recognition of vocational education and training (VET). It isbased on a quality assured approach to the registration of providers that assesscompetency outcomes and issue qualifications. It includes mutual recognition,processes for registering training organisations, and quality assurance.

assessmentguidelines

The requirements of the assessment system in the industry’s training package. Thiscomponent is mandatory and needs to be read in conjunction with the assessmentrequirements of each competency standard.

AVETMISS Australian Vocational Education and Training Management InformationStatistical Standard

competencystandards/unitsof competency

The specification of knowledge and skill and the application of that knowledge andskill to the standards of performance required in the workplace, expressed as acompetency standard. They provide a description of the skills, knowledge andattitudes required to perform particular kinds of work. Competency standards alsodefine the outcomes for training delivery, assessment and the issuing ofqualifications and Statements of Attainment under the Australian RecognitionFramework.Units of competency are composed of elements of competency. They includeperformance criteria (which specify the required level of performance), the range ofvariables (which indicates the context for performance) and the evidence guide(which indicates the context for assessment).Competencies are developed nationally as an endorsed component of trainingpackages or, where no relevant training package exists, as the basis for defining thelearning outcomes of an accredited course.

complianceassessment

A systematic and independent external assessment administered by a State TrainingAuthority/State Recognition Authority to determine whether a Registered TrainingOrganisation is operating effectively within its registered scope.

element ofcompetency

The basic building blocks of the unit of competency. Elements of competency breakdown a unit of competency into workplace related tasks.


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ICFIP

ITAB

Industry Curriculum Framework Information Package. This document isproduced by the school system authorities to provide schools with information onteacher qualifications and resource requirements that must be adhered to for thedelivery of vocational courses. It also includes quality assurance checklists that mustbe completed each year, to demonstrate compliance with the Australian QualityTraining Framework.

Industry Training Advisory Body. ITABs are independent incorporatedassociations or companies. The State ITABs work directly with industry enterprisesand providers to implement training arrangements and assist with the developmentof training programs. The national ITABs are also concerned with the developmentof National Training Packages.

mutualrecognition

This encompasses Registered Training Organisations, qualifications and trainingproducts:• Registered Training Organisations – acceptance by a State RecognitionAuthority/State Training Authority enabling a Registered Training Organisation tooperate within its jurisdiction on the basis of its primary registration• qualifications – acceptance by a Registered Training Organisation of therecognition decisions of other Registered Training Organisations/State RecognitionAuthorities relating to the issuing of qualifications and Statements of Attainment,enabling individuals to receive full recognition of their achievements, includingcredit transfer where appropriate• training products – acceptance of recognised training products available inthe training market. This includes endorsed training packages, training programs forpackages, and accredited courses.

NTF National Training Framework

NTIS National Training Information Service. The NTIS is a relational database thatprovides up-to-date information on recognised vocational education and training,including details of endorsed training packages and their components (competencystandards, assessment guidelines and qualifications, and any non-endorsedcomponents) together with details of Registered Training Organisations and theirscope of registration. The web address for NTIS is www.ntis.gov.au

OH&S

QRRRC

qualification

Occupational Health and Safety

Qualifications, Recognition and Resource Requirements Committee. ThisCommittee determines the teacher qualifications and resource requirements for thedelivery of VET courses in NSW schools. It also has responsibility for recognisingteacher qualifications and recommending appropriate professional development forVET teachers. The Committee includes representatives from the school systems,industry, TAFE NSW and the Office of the Board of Studies.

The defined set of competencies that establishes a specified identifiable point ofachievement, relevant to industry and community needs, expressed in accordancewith the titles of the Australian Qualifications Framework and recognised throughendorsement as part of a training package or recognised through accreditation. Thecredential awarded by a Registered Training Organisation demonstrates theachievement of the defined set of competencies.


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RTO Registered Training Organisation. Any training organisation registered in accordancewith the Australian Recognition Framework providing vocational education, trainingand/or assessment services. Includes TAFE colleges/institutes, private commercialproviders, community providers, schools, higher education institutions, enterprises andfirms, industry bodies and any other organisation that meets the requirements forregistration.

scope ofregistration

Defines the parameters of recognition as a Registered Training Organisation inrespect of the products and services offered and the range of areas in which theorganisation operates. Scope establishes whether the organisation is registered fortraining delivery and/or skill recognition services and the qualifications andStatements of Attainment it has been granted authority to issue, identified bytraining packages or accredited courses.

statement ofattainment

The formal certification issued by a relevant approved body (Registered TrainingOrganisation or State Recognition Authority), in recognition that a person hasachieved some of the competencies identified for a particular qualification (within atraining package, accredited course or customised qualification).

trainingpackages

Comprehensive, integrated products that provide national benchmarks and resourcesfor delivery, assessment and qualifications in vocational education and training.Training packages comprise endorsed components of national competencystandards, assessment guidelines and qualifications, combined with non-endorsedcomponents that may include learning strategies, assessment resources andprofessional development materials.

VET Vocational Education and Training

VETAB The Vocational Education and Training Accreditation Board

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