ENTERTAINMENT INDUSTRY - Board of Studies

ENTERTAINMENT INDUSTRY Curriculum Framework Stage 6 Draft Syllabus

Part B

for implementation from 2005

Entertainment (120 indicative hours) Entertainment (240 indicative hours)

2004

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Acknowledgement

Units of competency from the Entertainment Training Package (CUE03), Music Training Package (CUS01), Film, Television, Radio and Multimedia Training Package (CUF01), Business Services Training Package (BSB01), Metal and Engineering Industry Training Package (MEM98), Hospitality Training Package (THH02) and the Retail Training Package (WRR02) 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:

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The Entertainment Industry Curriculum Framework

The Entertainment Industry Curriculum Framework has been developed to provide students with the opportunity to gain credit towards the NSW Higher School Certificate and credit towards national vocational qualifications in entertainment under the Australian Qualifications Framework. The framework is based on the national Entertainment (CUE03) and Music (CUS01) Training Packages.

This industry curriculum framework incorporates all Higher School Certificate Entertainment VET courses including: • courses delivered by schools • courses delivered by TAFE colleges • courses delivered by other Registered Training Organisations on behalf of schools or TAFE colleges.

This document, Part B of the Draft Entertainment Industry Curriculum Framework Stage 6 Syllabus, contains the text of the units of competency from the Entertainment (CUE03) and Music (CUS01) Training Packages. Each unit of competency is accompanied by HSC requirements and advice. The HSC requirements and advice column indicates the depth of study required for purposes of the HSC. The terms, concepts and content contained in this column must be included in programming and delivery for the HSC.

Entertainment Industry Curriculum Framework Documentation

Syllabus Part A

Course Structuresand Requirements

Syllabus Part B

Units of Competency

and HSC Requirements

Support Document

Specimen HSC

Examination Paper

Sample Marking

Guidelines

Draft Performance

Bands

Competency Record Book

Draft Entertainment Industry Curriculum Framework March 2004 Introduction 4

Entertainment Industry Curriculum Framework � Units of Competency Contained in Part B This document contains the following units of competency together with HSC requirements and advice for each unit. The HSC requirements and advice column indicates the depth of study required for purposes of the HSC. The terms, concepts and content contained in this column must be included in programming and delivery for the HSC.

Unit code Unit title HSC indicative hours of credit Page numbers

BSBCMN203A Communicate in the workplace 15 9 � 16 CUEAUD06A Apply a general knowledge of vision systems to work activities 10 17 � 22 CUECOR01B Manage own work and learning 5 23 � 27 CUECOR02B Work with others 15 28 � 36 CUECOR03A Provide quality service to customers 15 37 � 45 CUECOR04A Deal with conflict and resolve complaints 10 46 � 54 CUEIND01B Source and apply entertainment industry knowledge 25 55 � 61 CUELGT09A Apply a general knowledge of lighting to work activities 10 62 � 69 CUESOU07A Apply a general knowledge of audio to work activities 10 70 � 76 CUESTA05A Apply a general knowledge of staging to work activities 10 77 � 82 CUFSAF01B Follow health, safety and security procedures 10 83 � 91 CUSGEN02B Work in a culturally diverse environment 5 92 � 98 THHGHS03B Provide first aid 20 99 � 104 CUETGE05B Maintain physical production elements 20 105 � 110 CUETGE15A Handle physical elements safely during bump in/bump out 30 111 � 116 CUFBRD01A Communicate using a two way system 5 117 � 122 MEM5.1AA Manual soldering/desoldering - electrical/electronic components 20 123 � 128 MEM18.1AB Use hand tools 20 129 � 133 MEM18.2AA Use power tools/hand held operations 20 134 � 138 CUECOS02B Apply art finishing 20 139 � 144 CUECOS09A Develop and apply knowledge of costume 25 145 � 150 CUFCOS04B Modify, repair and maintain costumes 20 151 � 157 CUFMUP02A Design, apply and remove make-up 35 158 � 169 CUEPRP02A Research, obtain and prepare props 15 170 � 175


Unit code Unit title HSC indicative hours of credit Page numbers

CUEPRP03A Apply a general knowledge of props construction 10 176 � 180 CUFPRP04A Repair, maintain and alter props 20 181 � 188 CUEPRP05A Make prop furniture 30 189 � 194 CUEPRP07A Make props using mixed media 30 195 � 202 CUESCE05A Apply a general knowledge of scenic art 15 203 � 208 CUESCE06A Use scenic art painting techniques 25 209 � 214 CUFSCE05A Repair, maintain and alter scenic art 25 215 � 223 CUESET05B Apply set construction techniques 30 224 � 229 CUFSET03B Make sets 30 230 � 237 CUESOU09A Manage and compile audio replay material 20 238 � 242 CUELGT03B Install and operate follow spots 20 243 � 251 CUELGT05B Record and operate standard lighting cues 30 252 � 258 CUESTA02B Operate staging elements 25 259 � 264 CUEFOH03B Provide seating and ticketing advice 15 265 � 273 CUEFOH04B Usher patrons 10 274 � 278 CUEFOH07A Process financial transactions 15 279 � 284 CUEFOH09A Provide venue information and assistance 10 285 � 291 CUEFOH10A Monitor entry to a venue 15 292 � 298 WRRS1B Sell products and services 15 299 � 308 CUEMAR01B Assist with marketing 15 309 � 313 CUSBGE01A Develop and update music industry knowledge 20 314 � 318 CUSGEN01A Use and adapt to changes in technology 10 319 � 323 CUSSOU01A Move and set up instruments and equipment 10 324 � 329 CUSSOU04A Record sound 20 330 � 336

The Key to Units explains the purpose of each part of the layout for the units.


Key to Units

Training Package Entertainment (CUE03)

Title Manage own work and learning HSC Requirements

and Advice

Unit code

CUECOR01B

Unit Descriptor

This unit describes the self-management skills needed to perform effectively in the workplace. As such it relates to personal time management and the identification and management of personal learning needs.

HSC Indicative Hours

5

Evidence Guide

Underpinning skills and knowledge Linkages to other units Resource requirements HSC Requirements

and Advice

Assessment must include evidence of the following knowledge and skills: • time management techniques as they apply to the particular job role • way of organising information clearly, concisely and logically • effective communication techniques, including listening, questioning and

non-verbal communication • general knowledge of stress management techniques • knowledge of career paths within the relevant industry context and skill

requirements for different roles.

This unit has linkages to a range of other general units, and combined assessment and/or training with those units may be appropriate, for example: • CUECOR02B - Work with

others • CUSGEN02B - Work in a

culturally diverse environment • CUEIND01B - Source and

apply entertainment industry knowledge.

Assessment of this unit requires access to: • resources used to manage time

in a given industry context • information on learning

opportunities.

Key Terms and Concepts • appraisal • appropriate personnel • career pathways • competencies • consultation • deadlines • effective teamwork • evidence • feedback • goal setting • learning • learning needs • negotiation • off-the-job training • on-the-job training • opportunities to meet learning needs • priorities • stress management • task management • team building

The evidence guide provides guidelines for assessment and details of key knowledge requirements, relationship between units, the critical aspects of the unit, the conditions of assessment (the where, the how, how many times, etc), suggested ways of assessing the unit and resource requirements.

Hours recognised for HSC credit

Indicates the Training Package to which the unit belongs

The unit descriptor expands on the title to reflect on the intent of the unit

Key terms and concepts to be addressed when undertaking this unit of competency for the purposes of the HSC


Method and context of assessment Critical aspects of evidence HSC Requirements and Advice

The assessment context must provide for: • project or work activities that allow the candidate to apply time

management techniques in the relevant industry context • interaction with others in relation to identification of learning needs.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • case studies and projects to assess ability to effectively manage time in

given industry situations • oral or written questioning to assess knowledge of time management

and communication techniques • review of portfolios of evidence or third party workplace reports of

on-the-job performance by the candidate.

Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

The following evidence is critical to the judgement of competence in this unit: • effective application of time management techniques • communicating effectively with colleagues within the range of

situations required for the job role.

• teamwork • time management • work performance • work performance • work records • work routines • work tasks • workload variations.

Key competencies in this unit Key competencies are built into all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment.

Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate

Key competencies Level Examples

Collecting, organising and analysing information 1 Determining work priorities.

Communicating ideas and information 1 Seeking feedback on learning needs.

Planning and organising activities 1 Using a work diary to monitor own work.

Working with others and in teams 1 Asking for feedback on work performance.

Using mathematical ideas and techniques - Estimating/calculating time required to complete tasks.

Solving problems 1 Making adjustments to priorities.

Using technology 1 Using a computerised diary.

Key competencies are fundamental to the transfer and application of learning and enable people to transfer to the workplace knowledge and skills developed in classrooms and other learning situations


Element Performance Criteria Range Statement HSC Requirements and Advice

1 Develop personal time management skills

1.1 Establish priorities and deadlines in consultation with others, as appropriate.

The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.

Learning experiences for the HSC must address:

Application of time management techniques to project/work activities in industry context. Definition of team and teamwork. Principles and characteristics of team building and effective teamwork. The importance of the following to successful teamwork: • goal setting • planning and organising work routines on a daily,

weekly or monthly basis • cooperation and good working relationships • knowledge of work group members

responsibilities and duties • clarifying personal responsibilities.

1.2 Plan time so that tasks are completed according to order of priority and within established deadlines.

Planning of time may involve: • consultation with others • directions from others • use of diaries and other work planning • team meetings.


Principles of time and task management. Organising tasks in terms of: • prioritising • negotiating • time management • time frames • individual needs • group needs. Features of time management including: • consultation with others • prioritising • delegation • problem solving • decision-making • use of diaries • negotiating • accommodation of changes to routine

The performance criteria indicate the level of performance that is required for each element. These are used as the tools for assessment.

Indicates the depth of study required for purposes of the HSC for the corresponding performance criteria

The range statement/range of variables describes contextual variables that may be used or encountered when applying the competency in work situations

Elements of competency are the basic building blocks of the unit. They describe, in terms of outcome, the significant functions and tasks that a person in a particular area of work is able to perform

Indicates the curriculum framework to which the unit of competency belongs Date of release for the HSC

Draft Entertainment Curriculum Framework March 2004 BSBCMN203A Communicate in the workplace 9

Training Package Business Services (BSB01)

Title Communicate in the workplace HSC Requirements

and Advice

Unit Descriptor

This unit covers the skills and knowledge required to communicate in the workplace. It covers the activities of gathering, conveying and receiving information together with completing routine written correspondence.

This unit is related to BSBCMN103A Apply basic communication skills and BSBFLM303A Contribute to effective workplace relationships.

Unit code

BSBCMN203A

Competency Field Common


15

Evidence Guide The Evidence Guide identifies the critical aspects, underpinning knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statement.

Underpinning knowledge* Underpinning skills Resource implications HSC Requirements and Advice

* At this level the learner must demonstrate basic operational knowledge in a moderate range of areas. • The relevant legislation from all levels of

government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

• Knowledge of the organisation's policies, plans and procedures, especially style guide

• Knowledge of and attention to standard turnaround times

• Knowledge of spelling, grammar and punctuation

• Principles of effective communication in relation to listening, questioning and non-verbal communication.

• Literacy skills to identify work requirements and understand and process basic, relevant workplace documentation

• Communication skills to request advice, receive feedback and work with a team

• Planning skills to organise work priorities and arrangements

• Problem solving skills to solve routine problems

• Technology skills including the ability to select and use technology appropriate to a task

• Reading skills sufficient to understand basic workplace documentation

• Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities.

The learner and trainer should have access to appropriate documentation and resources normally used in the workplace.

Key Terms and Concepts • access and validate sources of

information • active listening • business documents • communication method/equipment • communication procedures, systems

and technology • communication process • communication skills • correspondence • designated timelines • disseminating information • information sources • mail preparation procedures • non-verbal communication • organisational requirements • process documents • proofreading


Context/s of assessment Consistency of performance Critical aspects of evidence HSC Requirements and Advice

• Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement

• Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package

• Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment

• Assessment should reinforce the integration of the key competencies and the Business Services Common Competencies for the particular AQF Level. Refer to the Key Competency Levels at the end of this unit.

In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations.

• Communication methods used are appropriate to the audience

• Messages and written communication are clear, concise and correct

• Requests for information are responded to promptly

• Information is given to clients in a clear and concise format

• Correspondence produced is relevant to request.

• questioning techniques • style guide • telephone etiquette • types of communication • verbal/oral communication • written communication.

Key competency levels Key competencies are built into all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate

Key competencies NB: These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

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

Level 1 Level 1 Level 1 Level 1 Level 1 Level 1 Level 1

Three levels of performance denote level of competency required to perform task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information � in gathering information; in drafting correspondence • Communicating ideas and information � with members of the work team • Planning and organising activities � for self • Working with teams and others � to communicate information • Using mathematical ideas and techniques � as an aid to communicate ideas • Solving problems � to gather and convey information • Using technology � to prepare written correspondence Please refer to the Assessment Guidelines for advice on how to use the Key Competencies.



1 Gather, convey and receive information and ideas

1.1 Information to achieve work responsibilities is collected from appropriate sources

The Range Statement provides advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The following variables may be present for this particular unit:

They may use legislation, codes and national standards relevant to the workplace including: • award and enterprise agreements and relevant

industrial instruments • relevant legislation from all levels of

government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

• relevant industry codes of practice


Importance of communication in an entertainment industry enterprise/organisation. How to access and validate sources of information relevant to the entertainment industry. Awareness of a range of information sources to identify job responsibilities including: • awards and enterprise agreements • job description • industry association • seminars and training courses • colleagues and supervisor. A basic understanding of the principles covered by the following legislation: • Occupational Health and Safety Act 2000 (NSW) • Occupational Health and Safety Regulations

(2001) (NSW) • Privacy Act 1988 (Cth) • Privacy Amendment (Private Sector) Act 2000

(Cth) • Equal Employment Opportunity Act 1987 (Cth) • Anti-discrimination Act 1977 (NSW).

1.2 The method(s)/equipment used to communicate ideas and information is appropriate to the audience

Communication equipment may include but is not limited to: • network systems • telephones • keyboard equipment including mouse,

touchpad, keyboard • pens, pencils • information technology components including

hardware, software and communication packages

• facsimile machines


Brief overview of the communication process/cycle: • sender • receiver • message • feedback. Types of communication: • verbal • non-verbal • written. The importance of communicating in language that is:



• clear • concise • directive • purposeful • correct • courteous • culturally sensitive. General features and benefits of a range of communication equipment/methods. Factors affecting the selection of particular communication equipment: • technical and operational features • access of the sender and receiver to necessary

equipment • technical skills required to use the medium • required format • degree of formality required • urgency and time frames. Selection and use of various communication methods/equipment in a variety of potential and real situations in the workplace. An understanding of enterprise communication procedures, systems and technology relevant to the individual�s work responsibilities.

1.3 Effective listening and speaking skills are used in oral communication

Oral communication may include but is not limited to: • answering telephone calls • requests from colleagues • use of voice mail • informal discussions • answering enquiries from clients


Modes of verbal communication including: • face-to-face • telephone • answering machine/voice mail • two-way radio. Effective verbal communication including: • appropriate language • clear voice • audible volume • courteous tone. Effective communication techniques in relation to



listening: • active listening • barriers to effective listening. • Effective questioning techniques: • open • closed • reflective. Features of good telephone etiquette including: • greeting callers

- answer call promptly - using polite greeting - identifying the enterprise - identify yourself using �This is� and name - offer of assistance

• courteous language • friendly tone • clear articulation • accurate relaying of messages.

1.4 Input from internal and external sources is sought, and used to develop and refine new ideas and approaches


The value of sharing and updating information including: • maintaining professionalism • promotion of enterprise products and services • meeting work goals • improving customer service • positive work relations. Disseminating information through a variety of channels including: • direct mail • seminars • corporate websites/e-newsletters • one-on-one communication • enterprise/organisation newsletters • team meetings • daily conversation • email.



1.5 Instructions or enquiries are responded to promptly and in accordance with organisational requirements

Organisational requirements may be included in: • quality assurance and/or procedures manual • goals, objectives, plans, systems and processes • business and performance plans • legal and organisation policy/guidelines and

requirements

• access and equity principles and practice • ethical standards • Occupational Health and Safety policies,

procedures and programs • quality and continuous improvement processes

and standards • defined resource parameters


An awareness of the source of organisational requirements including: • quality assurance procedures manual • business plans • legal policy/guidelines and requirements • access and equity principles and practice • occupational health and safety (OHS) policies,

procedures and programs. Establishing good work habits through knowledge of the enterprise/organisation • policies and practices • products and services. Industry standards for workplace interaction including: • courtesy • discretion • confidentiality • structured follow-up procedures.

2 Draft routine correspondence

2.1 Written information and ideas are presented in clear and concise language and the intended meaning of correspondence is understood by recipient

Written information may include but is not limited to: • handwritten and printed materials • electronic mail • internal memos • briefing notes • facsimiles • general correspondence • telephone messages


Written communication media including: • messages • electronic mail • memorandum • facsimiles • receipts • customer records • general correspondence • workplace forms. The importance of the following skills in written communications: • listening • spelling • grammar • punctuation • proofreading. Layout and features of business documents



including: • correspondence (faxes, memos, letters and

emails) • database reports (customer records) • booking system records • sales records (forecasts and actuals) • forms (manual and electronic) • invoices (from suppliers and to debtors).

2.2 Correspondence is drafted and presented within designated timelines

Correspondence may include but is not limited to: • memorandums • messages • proformas • emails • standard/form letters


Procedure for the processing of documents including: • recording receipt • photocopying if required • selecting media if a reply is required, including

fax, email or letter • presentation of documents including collating

and binding if required • mailing • filing. An understanding of the mail preparation procedures including: • address details and layout of letter and envelope • letter has been signed • enclosures complete and included • return address. Enterprise/organisation practices for recording, storing and exchanging written messages quickly and efficiently. Forms of correspondence including: • acknowledgement • confirmation • enquiry • covering letter.

2.3 Presentation of written information meets organisational standards of style, format and accuracy

Written information may include but is not limited to: • handwritten and printed materials


An awareness of enterprise/organisation:



• electronic mail • internal memos • briefing notes • facsimiles • general correspondence • telephone messages

Standards may include: • standards set by work group • organisational policies and procedures • specified work standards • legislation • Australian Standards.

• style guides for written correspondence • standard turnaround times.

Draft Entertainment Curriculum Framework March 2004 CUEAUD06A Apply a general knowledge of vision systems to work activities 17


Title Apply a general knowledge of vision systems to work activities

HSC Requirements and Advice

Unit code

CUEAUD06A

Unit Descriptor

This unit describes the skills and knowledge required to provide assistance to audiovisual technicians. As such it requires an introductory knowledge of the main types of vision systems and the procedures for tasks such as cabling and positioning of equipment. Trainees or junior staff members undertake this role under the supervision of technicians.


10

Evidence Guide

Underpinning skills and knowledge Linkages to other units Resource requirements HSC Requirements and Advice

Assessment must include evidence of the following knowledge and skills: • the general scope and potential of vision system operations within different

contexts • the relationship between vision system operations and other technical and

performance areas, including sound, lighting and performance • the key features, purpose and basic operating procedures of major types of

AV equipment, including projectors (slide, video and data) • different types of cable and their usage in different situations and for

different types of equipment • common formats of vision system plans and how these relate to practical

work tasks • patching and operating commonly used signal processors • legal and safety issues with regard to vision system operations as they

affect individual workers • common terminology used in relation to audiovisual operations • general knowledge of power, including recognition of different power

outlets and safe use of power extension leads • the meaning and use of electrical measurements, including voltage, current

resistance, power insulation and circuit continuity, having regard to magnitude, AC or DC, circuit state (energised or de-energised)

• literacy skills sufficient to extract key information from installation • numeracy skills sufficient to count, sort and position equipment.

This unit has linkages to a range of other units and combined assessment and/or training may be appropriate, for example: • CUETGE11A - Handle

physical elements safely during bump in/bump out.

Assessment of this unit requires access to: • current and operational vision

systems as specified in the Range Statement

• vision system plans or instructions.

Key Terms and Concepts • audiovisual technician • cables • common problems and solutions • electrical measurements • features, purpose and basic operating

procedures for vision system equipment

• legal issues • power • production plans • rigging and positioning points • safe work practices • safety issues • set-up sequence/procedures • system checks • vision system plans/instructions • vision systems.



The assessment context must provide for: • practical demonstration of skills through the completion of a range of

preparatory and set up tasks with industry-current vision systems equipment

• project or work activities that allow knowledge to be applied to specific live production contexts and situations

• completion of tasks within workplace-realistic time constraints. Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • direct observation of the candidate working with equipment and

completing tasks • inspection of equipment set up by the candidate • oral questioning/interviewing to assess knowledge of equipment and

procedures • review of portfolios of evidence and third party workplace reports of

on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

The following evidence is critical to the judgement of competence in this unit: • ability to complete a range of simple vision system tasks safely and in

accordance with instructions • introductory knowledge of the major types of vision systems, including

key features and safety issues.




Collecting, organising and analysing information 1 Interpreting work instructions.

Communicating ideas and information 1 Providing information to supervisor.

Planning and organising activities 1 Organising equipment for a task.

Working with others and in teams 1 Keeping other technicians up-to-date with activities.

Using mathematical ideas and techniques 1 Calculating number of equipment pieces required.

Solving problems 1 Fixing a simple cabling fault.

Using technology 1 Using hand tools.



1 Make preparations for simple vision system activities

1.1 Extract key information from installation/set up plans and confirm requirements with supervisor.


Vision system activities within this unit must include: • positioning of equipment • cabling of equipment, including making cables

using connectors and crimping tools • testing the basic operation of equipment.


An awareness of the range of environments where vision systems may be utilised including: • live theatre • meeting and conference facilities • outdoor venues • events • shopping centres • hotels • clubs • attractions • theme parks • showgrounds. An understanding of production plans in relation to vision system work activities including: • technical notes • vision system plan • stage plan • hanging plot • sound/audio/lighting plans • production schedule • call sheets • prompt copy. Common formats of vision system plans and how they relate to practical work tasks. Knowledge of the �legend� (common terms and symbols) used in installation/set up plans. Knowledge of the relationship between vision system operations and other technical and creative areas including: • sound • staging • lighting • performers. Understanding of the role and responsibilities of the audiovisual technician (supervisor).



1.2 Identify appropriate rigging/positioning points for vision systems.


Occupational health and safety (OHS) issues associated with rigging.

Importance of effective and safe positioning of vision system equipment.

1.3 Correctly identify cables used to connect components.


General knowledge of power including: • recognition of different power outlets • safe use of power extension leads.

Meaning and use of electrical measurements: • voltage • current resistance • AC or DC • circuit state

- energised - de-energised.

Knowledge of: • different types of cables • their usage in

- different situations - different types of equipment

• safe work practices - how to run safely and neatly - where to store excess.

Points to consider when selecting cables: • gauge • length • plugs • impedance.

1.4 Correctly identify and sort equipment in preparation for set up.

Equipment may include: • 35mm and 16mm projectors • video players and monitors • computer-operated equipment • audio equipment, including tape recorders,

compact disc players, microphones, cables, connectors, amplifiers, speakers, equalisers, effects and mixing desks, amp racks, feedback monitors


Key features, purpose and basic operating procedures of a range of equipment including: • projectors • video players and monitors • computer-operated equipment • audio equipment • lighting equipment



• lighting equipment • digital and still cameras • cables and wireless microphones • screens • portable LCD and DLP projectors.

• digital and still cameras • screens • portable LCD and DLP projectors.

Knowledge of patching and operating commonly used signal processors.

2 Complete tasks using vision systems

2.1 Place equipment in the correct position according to supervisor's instructions and within licensing restrictions.


A basic awareness of legal issues with regard to vision system operations as they affect individual workers.

Importance of following supervisor�s instructions to complete a task.

2.2 Complete cabling of equipment according to supervisor's instructions and safety requirements.


Safety issues with regard to vision system operations as they affect individual workers.

Safe work practices for: • connection, disconnection and positioning of

cables • connection and positioning

- microphones - speakers - screen - projector

• use of multicore and power feeds.

2.3 Finalise set-up tasks according to supervisor's instructions and safety requirements, and test operation.

2.4 Identify any problems with equipment promptly, take action within scope of individual responsibility or report to supervising technician.

Problems with equipment would be quite simple in nature and may include: • insufficient or wrong cabling • problems with power source • incorrect number of equipment pieces • difficulties with positioning • discrepancies within plans • not receiving signal from input devices to

display/output devices.


Importance of: • system checks prior to the start of the

performance/event • regular maintenance of all equipment.

Practical solutions to problems with equipment prior to the performance/event including: • insufficient or wrong cabling



• problems with power source • incorrect number of equipment pieces • difficulties with positioning • discrepancies within plans • not receiving signal from input devices to

display/output devices.

2.5 Communicate appropriately with technicians, performers or customers during the completion of tasks.

Draft Entertainment Curriculum Framework March 2004 CUECOR01B Manage own work and learning 23


Title Manage own work and learning HSC Requirements

and Advice

Unit code

CUECOR01B

Unit Descriptor

This unit describes the self-management skills needed to perform effectively in the workplace. As such it relates to personal time management and the identification and management of personal learning needs.


5

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • time management techniques as they apply to the particular job role • way of organising information clearly, concisely and logically • effective communication techniques, including listening, questioning and

non-verbal communication • general knowledge of stress management techniques • knowledge of career paths within the relevant industry context and skill

requirements for different roles.

This unit has linkages to a range of other general units, and combined assessment and/or training with those units may be appropriate, for example: • CUECOR02B - Work with

others • CUSGEN02B - Work in a

culturally diverse environment • CUEIND01B - Source and

apply entertainment industry knowledge.

Assessment of this unit requires access to: • resources used to manage time

in a given industry context • information on learning

opportunities.

Key Terms and Concepts • appraisal • appropriate personnel • career pathways • competencies • consultation • deadlines • effective teamwork • evidence • feedback • goal setting • learning • learning needs • negotiation • off-the-job training • on-the-job training • opportunities to meet learning needs • priorities • stress management • task management • team building • teamwork • time management • work performance



The assessment context must provide for: • project or work activities that allow the candidate to apply time

management techniques in the relevant industry context • interaction with others in relation to identification of learning needs.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • case studies and projects to assess ability to effectively manage time in

given industry situations • oral or written questioning to assess knowledge of time management

and communication techniques • review of portfolios of evidence or third party workplace reports of



The following evidence is critical to the judgement of competence in this unit: • effective application of time management techniques • communicating effectively with colleagues within the range of

situations required for the job role.

• work performance • work records • work routines • work tasks • workload variations.

Key competencies in this unit Key competencies are built into all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate


Collecting, organising and analysing information 1 Determining work priorities.

Communicating ideas and information 1 Seeking feedback on learning needs.

Planning and organising activities 1 Using a work diary to monitor own work.

Working with others and in teams 1 Asking for feedback on work performance.

Using mathematical ideas and techniques - Estimating/calculating time required to complete tasks.

Solving problems 1 Making adjustments to priorities.

Using technology 1 Using a computerised diary.



1 Develop personal time management skills

1.1 Establish priorities and deadlines in consultation with others, as appropriate.



Application of time management techniques to project/work activities in industry context. Definition of team and teamwork. Principles and characteristics of team building and effective teamwork. The importance of the following to successful teamwork: • goal setting • planning and organising work routines on a daily,

weekly or monthly basis • cooperation and good working relationships • knowledge of work group members

responsibilities and duties • clarifying personal responsibilities.

1.2 Plan time so that tasks are completed according to order of priority and within established deadlines.

Planning of time may involve: • consultation with others • directions from others • use of diaries and other work planning • team meetings.


Principles of time and task management. Organising tasks in terms of: • prioritising • negotiating • time management • time frames • individual needs • group needs. Features of time management including: • consultation with others • prioritising • delegation • problem solving • decision-making • use of diaries • negotiating • accommodation of changes to routine • minimising time wasters.



1.3 Re-prioritise work effectively as necessary to accommodate important workload variations.


Skills required including: • consultation • negotiation skills • communication • prioritising. A basic knowledge of stress management techniques.

1.4 Document details of work tasks and commitments accurately, as required.


Maintenance of work records in a clear, logical manner including:

1.5 Maintain basic work records effectively.

Basic work records may include: • diary entries • work schedules • time sheets • file notes • reports • general in-house correspondence, e.g. memos,

notes, email • records of meetings.

• diary entries • work schedules • time sheets • file notes • reports • general in-house correspondence • records of meetings.

1.6 Identify any variations and difficulties affecting work requirements through regular reviews, and inform appropriate personnel.

Appropriate personnel may include: • managers • supervisors • peers (inside and outside the organisation) • mentors • community representatives.


Communication and listening skills including: • active listening • questioning • non-verbal communication.

2 Manage own learning

2.1 Identify own learning needs in consultation with appropriate personnel.

Own learning needs may relate to: • knowledge required for present job • skills development to fulfil career aspirations • need to obtain competencies to meet current

and future organisational objectives.

Learning may take place through any of the range of experiences, activities and processes through which people acquire new skills and knowledge.


Career pathways within the industry and knowledge and skills required for different job roles. Recognition of learning as an ongoing process. Self-reflection skills including: • recognition of current knowledge and skills • identification of

- knowledge and skills required for current job



Appropriate personnel may include: • managers • supervisors • peers (inside and outside the organisation) • mentors

- identifying knowledge and skills gaps - learning opportunities to meet potential

learning needs and fulfil career aspirations and/or future organisational objectives.

2.2 Identify opportunities to meet learning needs and take appropriate action in consultation with the appropriate personnel.

• community representatives.


An awareness of opportunities to meet learning needs including: • seminars/workshops/courses • multiskilling in current workplace • mentoring programs.

2.3 Collate evidence of on and off-the-job learning relevant to work role.


An understanding of the difference between on and off-the-job training. Evidence including: • transcripts/qualifications • work diary • supervisor�s reports/evaluations/appraisals • competency record • learning portfolio.

3 Receive and act constructively on personal feedback

3.1 Regularly seek suggestions on ways to improve work.


The importance of feedback in the learning process. How to elicit and interpret feedback. Acknowledging work performance including: • evaluating work performance • conducting performance appraisals • improving work practices.

3.2 Act on feedback as required to improve work performance.

Draft Entertainment Curriculum Framework March 2004 CUECOR02B Work with others 28


Title Work with others HSC Requirements

and Advice

Unit code

CUECOR02B

Unit Descriptor

This unit describes the skills and knowledge needed to work harmoniously and effectively with team members, colleagues and others in a work environment. This is a core skill which underpins effective work performance in cultural industries.


15

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • individual roles and responsibilities and relationships to others, including

duty of care • techniques for managing own work load, eg meeting deadlines,

acknowledging if tasks are beyond current capacity, handling tasks or problems as far as possible then referring on to others as required

• acceptable workplace conduct, including regular attendance, punctuality, maintaining an orderly workspace, appropriate standards of personal presentation and hygiene, self-confidence and self-respect, acceptance of constructive criticism and a willingness for self-improvement, a good-humoured approach to others and adaptability and flexibility

• understanding of team work principles • knowledge of effective communication techniques, including active

listening, questioning and non-verbal communication • broad understanding of conflict resolution techniques • Occupational Health and Safety principles as they apply to working within

a team environment.

This unit underpins effective work performance in all areas, and combined assessment and/or training with any other service or operational unit would be appropriate, for example: • CUSGEN02B - Work in a

culturally diverse environment.

There are no particular resource requirements for assessment of this unit.

Key Terms and Concepts • communication techniques • conflict resolution • constraints • deadlines • delegation • diversity • empathy • groups and teams • linguistic and cultural differences • occupational health and safety

(OHS) • prioritisation • records • resources • role definitions • task management • team work and team building • time management • work ethic • work management tools • work requirements • workload



The assessment context must provide for: • practical demonstration of skills through interaction with others • project or work activities that allow the candidate to respond to

multiple and varying communication situations relevant to the job role. Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • direct observation of the candidate carrying out work tasks involving

dealing with others • role plays about communication situations and dealing with conflicts

and misunderstandings • oral or written questioning to assess knowledge of communication

techniques • portfolios of evidence and third party workplace reports of on-the-job

performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

The following evidence is critical to the judgement of competence in this unit: • ability to communicate effectively with others within the range of

situations required for the job role • ability to work effectively as part of a team • knowledge of effective communication techniques, including active

listening, questioning and non-verbal communication.

• workplace conduct • workplace policies and procedures.




Collecting, organising and analysing information 1 Seeking out and reviewing information related to work activities.

Communicating ideas and information 1 Providing customers with information about products and services, assisting them with requests.

Planning and organising activities 1 Planning, organising and prioritising work tasks and responsibilities.

Working with others and in teams 1 Working co-operatively with colleagues.

Using mathematical ideas and techniques 1 Not Applicable

Solving problems 1 Working out solutions for communication problems.

Using technology 1 Using computers or other business equipment.



1 Participate in the work/group process

1.1 Correctly identify work requirements relevant to the group/process.


Work requirements may include: • goals • objectives • priorities • specified targets or results • time frames • coordination with other work processes • clear role definitions • application of particular procedures • organisation of work materials • roster arrangements or particular approaches

to work processes specified by the organisation or work group.

Groups may be: • established or ad hoc work units • working parties • task forces • committees • self directed teams.

Information and ideas relevant to work may include assistance to new staff and sharing of knowledge of particular tasks or work requirements.


An understanding of work requirements: • goals • objectives • priorities • specified targets or results • time frames • coordination with other work processes • roles • application of particular procedures • organisation of work materials • roster arrangements • assisting new staff • sharing knowledge of particular tasks or work

requirements. Groups/teams including: • established or ad hoc work units • working parties • committees • self directed teams.

1.2 Correctly identify own role and roles of others in meeting work requirements, and carry out own role.

Work requirements may include: • goals • objectives • priorities • specified targets or results • time frames • coordination with other work processes • clear role definitions • application of particular procedures • organisation of work materials • roster arrangements or particular approaches

to work processes specified by the organisation or work group.


An understanding of the relationship between individual roles and the role of the team/group. Procedures for identifying roles including: • job/role statement • manager/supervisor • experienced colleagues.



1.3 Provide assistance to others involved in the work group/process, as required, and make other constructive contributions to meeting work requirements.

Working with others may involve: • one-to-one communication in a group or team • taking part in informal discussions • following instructions • consulting with the community • taking part in meetings • dealing with conflict.

Information and ideas relevant to work may include assistance to new staff and sharing of knowledge of particular tasks or work requirements.


Working with others including: • one-to-one communication in a group or team • taking part in informal discussions • following instructions • consulting with the community • taking part in meetings • dealing with conflict. Features and characteristics of successful teamwork including: • identification of purpose and aim of team • goal setting • planning and organising work routines. Importance of: • demonstrating respect and empathy when

working with others • sensitivity when dealing with other points of

view • constructively raising and discussing ideas • cooperation and good working relationships • knowledge of work group member�s

responsibilities and duties. Understanding of conflict resolution procedures. Providing assistance to team members including: • formal/informal support • mentoring • sharing ideas and knowledge.

1.4 Take time and resource constraints into account in fulfilling work requirements.


Managing workload: • work ethics • meeting deadlines • seeking assistance where necessary • acknowledging if tasks are beyond current

capacity. Organising tasks: • prioritising


Element Performance Criteria Range Statement HSC Requirements and Advice •

• time management • negotiation • individual needs • group needs. Features of time management including: • prioritising • delegation • problem solving • decision making • completion in time frame. Resource constraints including: • finances • personnel • expertise • technology.

1.5 Apply the organisation's work policies, procedures and conventions covering acceptable workplace conduct to work place activities.


Factors impacting on workplace activities including: • occupational health and safety (OHS) • legislative requirements • duty of care • workplace awards and agreements • industry codes of practice. Appropriate workplace conduct including: • regular attendance • punctuality • maintaining an orderly workspace • appropriate personal presentation standards for

the industry • cooperativeness • self-confidence • self-respect • acceptance of constructive criticism • willingness for self improvement • flexibility.



1.6 Take individual differences into account in achieving work requirements.

Working with others requires individual diversity to be taken into account especially in relation to: • cultural, racial and ethnic background • physical requirements • gender • languages • customs • religious and traditional beliefs.


The importance of respecting individual differences arising from: • culture • race • language • gender • age • religious beliefs • customs/traditions • people with special needs. Strategies for accommodating individual differences including: • staff training • utilising individuals differences/skills • using a range of communication media and

techniques • promoting cultural celebrations and celebrating

differences • actively seeking to break down barriers • developing a workplace culture of empathy and

tolerance.

1.7 Use strengths of individuals to develop others in the group, sharing learning as part of the group process.


Principles and characteristics of team building and effective teamwork including.

2 Contribute to the flow of information and ideas

2.1 Share information and ideas relevant to the work with others to enhance work outcomes.

Working with others may involve: • one-to-one communication in a group or team • taking part in informal discussions • following instructions • consulting with the community • taking part in meetings • dealing with conflict.


An understanding of the benefits of sharing information and working in a team. Information communication systems including: • team meetings • communications equipment • information technology • work manuals • newsletters and memos. Knowledge of work roles in entertainment enterprises in a range of areas including:



• production • technical team • front of house • administration • promotions.

2.2 Provide relevant, timely and accurate

information to others, as required.

2.3 Seek information and ideas from others as required to assist achievement of work requirements.

2.4 Record information in the required detail and item frame in the specified format.


Maintaining accurate records as specified by the enterprise/organisation including the following features: • clear • concise • legible • accurate • appropriate use of industry terminology and

abbreviations.

2.5 Compile and maintain work information systematically and accurately and file for ease of retrieval as required.


A range of work management tools including: • calendars/diaries • rosters and work schedules • standard operation procedures (SOP) • manual and electronic filing systems.

2.6 Identify any linguistic and cultural differences in communication styles and their relevance to the context.

Working with others requires individual diversity to be taken into account especially in relation to: • cultural, racial and ethnic background • physical requirements • gender • languages • customs • religious and traditional beliefs.



3 Deal effectively with issues, problems and conflicts

3.1 Identify issues, problems and conflicts encountered in the work place.

Techniques to resolve issues, problems or conflicts may include: • problem solving • negotiation • conflict resolution • use of a mediator or conciliator.


Recognise potential for conflict through: • active listening • observing body language • reading subtext. Causes of issues, problems and conflicts in the workplace including: • poor customer service • variations in colleagues� work practices/methods • cultural misunderstandings • barriers to communication • aggressive behaviour • misunderstandings regarding roles and

responsibilities.

3.2 Discuss issues, problems and conflicts with team members and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person.


The value of anticipating and addressing potential conflict prior to its escalation. Techniques to resolve issues, problems or conflicts including: • problem solving • negotiation • conflict resolution • use of a mediator or conciliator.

Draft Entertainment Curriculum Framework March 2004 CUECOR03A Provide quality service to customers 37


Title Provide quality service to customers HSC Requirements

and Advice

Unit code

CUECOR03A

Unit Descriptor

This unit describes the interpersonal, communication and customer service skills required to create a positive impression and to establish rapport with the customer. It involves the skills and knowledge of understanding, clarifying and meeting customer needs and expectations. These fundamental customer service skills are required by a wide variety of people working at all levels across a range of cultural industry workplaces.


15

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • effective communication techniques in relation to listening, questioning and

non-verbal communication • needs and expectations of different types of customers • potential special needs of customers in a given industry context • techniques for identifying and dealing with conflict situations and

misunderstandings • importance of cultural awareness to customer service situations • ethics of professional behaviour in a given industry context.

This unit underpins effective performance in many other units. It is strongly recommended that it be assessed/trained in conjunction with other relevant operational and service units.

This unit has particular linkages to the following units, and combined assessment and/or training is recommended: • CUECOR02B - Work with

others • CUECOR04A - Deal with

conflict and resolve complaints.

Assessment of this unit requires access to: • typical organisational

customer service policies and procedures.

Key Terms and Concepts • active listening • colleague • communication process • complaint handling • conflict resolution techniques • customer • customer service skills and practices • effective communication techniques • interpersonal skills • needs, preferences and expectations • personal presentation • product • quality service • questioning techniques • service • special needs • types of communication • work ethic.



The assessment context must provide for: • practical demonstration of communication skills through interaction

with others • project or work activities that allow the candidate to respond to

multiple and varying customer service and communication situations relevant to the job role.

Assessment may incorporate a range of methods to assess practical skills and the application of essential underpinning knowledge, and might include: • direct observation of the candidate carrying out work tasks involving

dealing with customers • role plays about communication situations and dealing with conflicts

and misunderstandings • oral or written questioning about effective communication and personal

presentation • review of portfolios of evidence and third party workplace reports of


The following evidence is critical to the judgement of competence in this unit: • understanding of communication and customer service and its

importance in the context of the cultural industries • ability to communicate effectively with customers, including those

with special needs, within the range of situations required for the relevant job role

• ability to respond effectively to a range of different customer service situations.




Collecting, organising and analysing information 1 Using effective questioning.

Communicating ideas and information 2 Providing service advice to customers.

Planning and organising activities 1 Identifying service priorities.

Working with others and in teams 1 Sharing knowledge with other service staff.

Using mathematical ideas and techniques - -

Solving problems 1 Responding to complaints.

Using technology - -



1 Communicate with the customer

1.1 Conduct communication with customers and colleagues in a polite, professional and friendly manner.


Customers may include: • those from a range of cultural

customs/backgrounds • workmates/colleagues • theatre/cinema/event patrons • outside contractors • venue hirers • event organisers.

Situations and contexts where customer service is provided may include: • in an office • back-of-house • front-of-house • reception area.


Types of customers and colleagues including: • internal customers

- colleagues • external customers and clients

- local residents - visitors - media - theatre/cinema/event patrons - outside contractors - venue hirers - event organisers.

Brief overview of the communication process/cycle. Types of communication: • verbal • non-verbal • written. Barriers to effective communication: • negative subtext • cultural differences • bias and stereotyping • lack of empathy • gender issues. Interpersonal skills.

1.2 Use language and tone appropriate to a given situation in both written and spoken communication.

Oral communications tasks include: • responding to instructions • speaking clearly to be understood and

listening carefully to understand • asking questions to gain information, clarify

ambiguities and adequately understand requirements

• asking the right questions to elicit customer special needs

• rephrasing and repeating questions, requests and statements to confirm they have been correctly understood

• empathising with the customer situation while


The importance of communicating in language that is: • clear • concise • directive • purposeful • correct • courteous • culturally sensitive. Media for communicating in writing, including:



upholding venue or hirer policy • providing information accurately in plain

English with sensitivity to the needs of people from a range of cultural and linguistic backgrounds and people with intellectual or physical disabilities

• negotiating outcomes where points of view differ.

• messages • electronic mail • internal memos • facsimiles • general correspondence • handwritten and printed material.

Effective verbal communication including: • appropriate language • clear voice • audible volume • courteous tone • active listening • asking questions or rephrasing/repeating to

clarify or confirm understanding.

1.3 Use appropriate non-verbal communication in all situations.

Non-verbal communication may include: • body language • dress and accessories • gestures and mannerisms • voice tonality and volume • use of space • culturally specific communication customs

and practices.


Effective communication techniques in relation to non-verbal communication, including: • understanding body language • interpreting subtext • gestures • standards of dress • accessories • voice tonality and volume • use of space • culturally specific communication customs and

practices.

1.4 Observe and take into consideration non-verbal communication of colleagues and customers.


Understanding body language, personal space, gestures and subtext.

1.5 Show sensitivity to cultural and social differences when communicating with others.


An appreciation of how cultural diversity contributes to differing social values, expectations and customs.

The importance of respecting cultural differences and adopting a sensitive approach when dealing with communication issues in the workplace.



1.6 Use active listening and questioning to facilitate effective two-way communication.

1.7 Identify potential and existing conflicts and seek solutions in conjunction with parties involved.


Recognising potential for conflict through: • active listening • observing body language • reading subtext. An understanding of how the following may contribute to potential conflict: • poor customer service • variation in colleagues� work practices/methods • cultural misunderstanding • barriers to communication • aggressive behaviour. An understanding of conflict resolution techniques, specifically those that: • minimise adversarial contests • promote the concept of �win-win� • allow for solutions that meet all parties� needs • follow due process � listen, acknowledge,

respond, report and follow-up.

2 Maintain personal presentation standards

2.1 Practise high standards of personal presentation in accordance with: ! enterprise requirements ! work location ! occupational health and safety

issues ! impacts on different types of

customers ! specific requirements for particular

work functions.

Personal presentation may include: • dress • use of uniform • use of safety items • hair and grooming • hands and nails • jewellery.


Personal presentation, image and hygiene standards required in the workplace including: • clean hands and nails • clean and tidy hair • attention to grooming • pleasant body odour • good oral hygiene • correct posture • attention to personal hygiene • positive and friendly attitude • clean uniform • deportment • etiquette.



Dress standards, uniform care and maintenance. The extent to which personal presentation standards are influenced by enterprise: • work location • job function • OHS issues • customer expectations in relation to personal

presentation standards.

3 Provide service to customers

3.1 Identify customer needs and expectations correctly, including those with special needs, and provide appropriate products, services or information.



Customers with special needs may include: • those with a disability • those with special or cultural needs • first-time patrons • parents with young children • unaccompanied children • aged people • school groups • infants • pregnant women • VIPs • groups.

Customers with special needs may require: • wheelchair access • hearing assistance • translation assistance • special seating.

Organisational guidelines may include: • modes of greeting and farewelling • addressing the person by name • time-lapse before a response.


Difference between needs and expectations.

Customer preferences, needs and expectations including: • friendliness • courtesy • value for money • prompt service • assistance • empathy and support • comfort • new experiences • basic needs for food, comfort, shelter or other

services.

Establishing customer preferences, needs and expectations through • active listening • using open, closed and reflective questions • observation and recognition of non-verbal signs.

Factors influencing needs and expectations including: • social • cultural • economic • health • age • personality • personal interests • likes and dislikes • available time • perceptions.



Typical needs and expectations of customers in the entertainment industry, including those with special needs: • patrons with physical disabilities and sensory

impairments • patrons with intellectual disabilities • patrons with particular cultural or language needs • elderly patrons • school groups • theatre groups • VIPs • first-time patrons • pregnant women • families with children • unaccompanied children.

3.2 Meet all reasonable needs and requests of customers within organisational guidelines and timeframes.


Industry standards for workplace interaction including: • courtesy • discretion • confidentiality • structured follow-up procedures. Matching preferences, needs and expectations with the most suitable product or service by knowing customer and product/services.

3.3 Identify and take all opportunities to enhance the quality of service.


Quality service: • definition of customer-focused service • characteristics of quality service • customer service skills, including:

- meeting customer requirements - handling customer requests and complaints - developing rapport - promoting suitable products and services

• responsibilities of the organisation and staff for service

• contribution of staff behaviour in delivering quality customer service



• ethics of professional service behaviour • work ethic • importance of quality customer service to

entertainment industry.

Establishing good customer service practices including: • knowledge of enterprise products/services and

policies • prompt response to resolve complaints • language that is targeted to the specific customer • friendly and courteous manner • positive gestures and body language • solutions-oriented approach.

Opportunity to develop internal product and service knowledge: • through the department • throughout a variety of departments within the

enterprise/organisation • throughout the enterprise/organisation as an

entity.

Effective responses to a range of different customer service situations.

4 Respond to customer complaints

4.1 Recognise customer dissatisfaction promptly and take action to resolve the situation according to individual level of responsibility and organisational procedures.



Organisational guidelines may include: • modes of greeting and farewelling • addressing the person by name • time-lapse before a response.


Common causes of customer dissatisfaction and complaints.

Procedures for handling customer complaints: • listen • acknowledge • identify nature of problem • identify and agree on an acceptable solution • action • record • follow-up to maximise customer satisfaction.

Effective responses to typical customer complaints in entertainment industry enterprises.

4.2 Handle customer complaints positively, sensitively and politely and in consultation with the customer.


Handling complaints diplomatically so all parties recognise that:



• the issues have been raised with relevant authorities

• all points of view have been aired • discretion will be applied in resolving the matter • due process will be followed • action will be taken to seek a remedy to the

matter.

4.3 Use appropriate techniques to avoid escalation of the complaint.

4.4 Refer escalated complaints to the appropriate person if resolution falls outside individual level of responsibility and organisational policy and procedures.


The importance of acting within level of authority in terms of: • taking initiative • problem-solving • decision-making. Understanding the lines of reporting and communication with supervisors and peers within the workplace. How and when to seek assistance. Awareness of the scope of responsibility of personnel to enable referral of complaints to the most appropriate person.

4.5 Maintain a positive and co-operative manner at all times.


The value of amicably resolving customer complaints in terms of: • promoting goodwill • customer relations • publicity • promoting enterprise service ethic.

Draft Entertainment Curriculum Framework March 2004 CUECOR04A Deal with conflict and resolve complaints 46


Title Deal with conflict and resolve complaints HSC Requirements

and Advice

Unit code

CUECOR04A

Unit Descriptor

This unit describes the skills and knowledge required to handle difficult interpersonal situations with both customers and colleagues when conflict arises. It also describes the resolution of escalated complaints. These day-to-day conflict resolution skills are required by a wide variety of people working at all levels across a range of cultural industry workplaces. The unit does not cover formal negotiation, counselling or conducting mediation.


10

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • types of conflict in the workplace and typical causes • conflict theory, including signs, stages, levels, factors involved, results • group processes and roles people play • conflict resolution skills and strategies incorporating communication skills

of: - assertiveness - listening - non-verbal communication - language style - problem solving - negotiation

• procedures for handling customer complaints in a given industry or workplace context.

This unit has strong linkages to the following units, and combined assessment and/or training is recommended: • CUECOR02B - Work with

others • CUECOR03A - Provide

quality service to customers.

Note that conflict resolution in relation to colleagues is included in both this unit and the unit CUECOR02A - Work with others. Care should be taken to avoid duplication in training and assessment.

Assessment of this unit requires access to: • typical organisational

complaint and conflict policies and procedures.

Key Terms and Concepts • active listening • appropriate personnel • collaborative decision-making • common causes of complaints and

conflict • communication skills • conflict • conflict resolution techniques • conflict situation • cultural sensitivity • customer complaints • documentation • feedback • follow-up • individual responsibility • level of authority • negotiation • organisational constraints • problem-solving • questioning techniques • win-win.



The assessment context must provide for: • activities that allow the candidate to address a range of commonly-

occurring conflict situations that may be found in the workplace. These should be related to the usual work roles of the candidate, such as handling escalated customer complaints in a front-of-house environment, resolving disputes with colleagues over work aspects, dealing with contractors or suppliers who fail to meet obligations

• interaction with others to demonstrate appropriate interpersonal skills for resolving conflicts.

Assessment may incorporate a range of methods to assess practical skills and the application of essential underpinning knowledge, and might include: • direct observation of the candidate demonstrating complaint handling

or negotiation skills, either in the workplace or through role plays • case studies to analyse and resolve conflict situations arising in various

work contexts • incident reports prepared by the candidate • written or oral questions to assess underpinning theories related to

conflict resolution • review of portfolios of evidence and third party workplace reports of



The following evidence is critical to the judgement of competence in this unit: • knowledge of conflict resolution techniques • ability to apply conflict resolution techniques and resolve a range of

different conflict situations in contexts appropriate to the job role and workplace.




Collecting, organising and analysing information 2 Assessing the nature of a conflict situation.

Communicating ideas and information 2 Using positive communication to encourage different points of view.

Planning and organising activities 2 Working out the most appropriate way to deal with a dispute or complaint.

Working with others and in teams 2 Negotiating to solve differences with colleagues.


Solving problems 2 Resolving an escalated complaint.




1 Identify conflict situations

1.1 Identify potential for conflict quickly and take swift and tactful action to prevent escalation.


Conflict and escalated complaint situations may relate to: • customer complaints • conflicts among work colleagues • refused entry • drug or alcohol affected persons • ejection from premises • late customers • denied requests for refunds or exchanges • dissatisfaction with seats allocated.

Organisational constraints may include: • budgetary constraints • strict refund/exchange policy • no availability of replacement goods, services

or tickets.


Recognising potential for conflict through: • active listening • observing body language • reading subtext. An understanding of how the following may contribute to potential conflict: • poor customer service • variations in colleagues� work practices/methods • cultural misunderstanding • barriers to communication • aggressive behaviour. Barriers to communication including: • negative subtext • ethnocentrism • bias and stereotyping • lack of empathy • gender issues. The value of anticipating and addressing potential conflict prior to its escalation.

1.2 Identify quickly situations where personal safety of customers or colleagues may be threatened, and organise appropriate assistance.


Identification of specific situations that compromise the health and safety of colleagues and customers including: • breaches of security • unsafe work practices • uncontrolled/aggressive visitors or staff • potential hazards. Potential hazards identified as: • chemical • physical • biological • psychological • ergonomic.



Identify appropriate personnel and emergency services/s to be contacted in the event of: • accidents or illness • threats or acts of terrorism • threats or acts of violence • acts of nature • fire.

2 Resolve conflict situations

2.1 Take responsibility for finding a solution to the conflict within the scope of individual responsibility.


The importance of acting within one�s level of authority in terms of: • taking initiative • problem-solving • decision-making. An understanding of workable solutions to conflict resolution within the following contexts: • poor customer service • variations to colleagues� work practices/methods • cultural misunderstanding • barriers to communication • aggressive behaviour. Possible solutions to conflict situations in an entertainment industry context including: • customer complaints • conflicts among work colleagues • refused entry • drug or alcohol affected persons • ejection from premises • late customers • denied requests for refunds or exchanges • dissatisfaction with seats allocated. Understanding lines of reporting and communication with supervisors and peers within the workplace. How and when to seek assistance.



2.2 Encourage all points of view, accept them and treat them with respect.


The importance of: • tolerating and respecting difference • adopting a sensitive approach when dealing with

other points of view • constructively raising and discussing issues.

2.3 Use effective communication skills to assist in the management of the conflict.


Using communication techniques that are: • clear • concise • tactful • courteous • culturally sensitive. The technique of active listening.

2.4 Use accepted conflict resolution techniques to manage the conflict situation and develop solutions.


Strategies for working collaboratively to find win-win solutions to specific problems. Conflict resolution techniques, specifically those that: • minimise adversarial contests • promote the concept of �win-win� • allow for solutions that meet all parties� needs. Collaborative decision-making processes: • consultation • conciliation • negotiation • principles of equity and fairness. Conflict resolution as a means to: • improving business relationships • eliminating entrenched practices • future development of the enterprise.

3 Resolve escalated complaints

3.1 Take responsibility for resolving the complaint.



3.2 Handle escalated complaints sensitively, courteously and discreetly.


Handling complaints diplomatically, so that all parties recognise that: • the issue has been raised with the relevant

authority • all points of view have been aired • discretion will be applied in resolving the matter • due process will be followed • action will be taken to address and remedy the

matter.

Confidentiality and conflict resolution.

3.3 Convey an empathetic and helpful attitude using active listening and questioning.

3.4 Query the customer for any information regarding possible causes related to the complaint.


Common causes of customer dissatisfaction and complaints.

Effective questioning technique: • open questions • closed questions • reflective questions.

3.5 Establish and agree on the nature and details of the complaint with the customer.


Establishing the details of the customer complaint through: • questioning and active listening techniques • summarising and clarifying the issue • recording details of complaint • discussing with customer the process of

resolution.

3.6 Assess the impact of the complaint on the customer in order to provide an appropriate response and solution.


Procedures for handling customer complaints • listen • acknowledge • establish problem • confirm and agree on an acceptable solution • action



• record • follow up to ensure customer satisfaction.

3.7 Determine possible options to resolve the complaint and quickly analyse and determine the best solution, taking into account organisational constraints.


An awareness of: • enterprise/organisation�s complaints

handling/grievance policies and procedures • the importance of documenting complaints and

incidents • the importance of a harmonious environment

which promotes negotiation, communication and understanding.

Organisational constraints including: • budget • strict refund/exchange policy • no availability of replacement goods, services or

tickets.

3.8 Take appropriate action to resolve the complaint, and, wherever possible, to the customer's satisfaction.


Effective responses to typical customer complaints in entertainment industry enterprises/organisations. Servicing a customer�s complaint where the means to resolution is not immediately available. Reasons of referring customer complaints to the following personnel: • immediate supervisors • department managers. Benefits of following up with customers post-resolution.

3.9 Where appropriate, use techniques to turn complaints into opportunities to demonstrate high quality customer service.


Establishing good customer service practices including: • knowledge of enterprise products/services and

policies • prompt response to resolve complaints • language that is targeted to the needs of specific

customer



• friendly and courteous manner • positive gestures and body language • solutions-oriented approach. The value of amicably resolving customer complaints in terms of: • promoting goodwill • customer relations • publicity • promoting enterprise service ethic.

3.10 Complete any necessary documentation accurately and within time constraints.


Different means of documenting issues and complaints including: • customer service log • complaints register • incident reports • memoranda.

3.11 Provide feedback on complaints to appropriate personnel in order to avoid future occurrence.

Draft Entertainment Curriculum Framework March 2004 CUEIND01B Source and apply entertainment industry knowledge 55


Title Source and apply entertainment industry knowledge


Unit code

CUEIND01B

Unit Descriptor

This unit describes the skills and knowledge required to source, apply and update a general knowledge of the live entertainment industry, including industry structure and operation, employment obligations and the impact of new technology. This knowledge underpins effective performance in all work roles within the entertainment industry. In-depth knowledge is not required.


25

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • different sectors of the entertainment industry and their interrelationships • key work areas within the industry, how they interrelate, and key roles and

responsibilities • broad knowledge of key entertainment industry terminology • issues of etiquette and ethics as they apply to key work areas within the

industry • nature, role and functions of unions and employer associations, including

rights and responsibilities of employers and employees • obligations of employers, including safe system of work and non-

discrimination • obligations of employees, including attendance, ethical behaviour, taking

directions, confidentiality, work performance, safety and care • sources of information on the entertainment industry and ways of

maintaining current industry knowledge • overview of current and emerging technologies used within the relevant

entertainment industry sector.

This unit underpins effective performance in all industry work roles and could be assessed or used in training in conjunction with other operational and technical units.

Assessment of this unit requires access to: • sources of information on the

entertainment industry.

Key Terms and Concepts • awards • basic research skills • career opportunities and pathways • communication channels • current issues • economic impact • emerging technologies • employer associations • enterprise/organisation protocols/

policies • entertainment industry • industrial relations issues • industry associations • industry bodies • industry structure • new/emerging technologies • personal attributes • roles and responsibilities • sectors • sources of information • union



The assessment context must provide for: • project or work activities that allow the candidate to access and apply

industry information to specific contexts and work activities.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • case studies to assess application of knowledge of different industry

contexts and situations • oral or written questions to assess knowledge of different aspects of the

entertainment industry • review of portfolios of evidence or third party workplace reports of on-

the-job performance by the candidate.


The following evidence is critical to the judgement of competence in this unit: • general knowledge of the entertainment industry as detailed under

Underpinning skills and knowledge and their application to a particular workplace context

• understanding of how industry knowledge can be applied to work activities to maximise effective performance

• knowledge of how to maintain currency of knowledge.

• upgrading skills • work ethics • working conditions • workplace relations.



Collecting, organising and analysing information 2 Deciding whether to join an industry association based on promotional materials.

Communicating ideas and information 1 Liaising with colleagues from other industry sectors.

Planning and organising activities 1 Organising a personal program to keep up-to-date with industry developments.

Working with others and in teams 1 Discussing industry events with colleagues.


Solving problems 1 Responding to a situation which involves dealing with a sector of the industry with which you are not familiar.

Using technology 1 Using the Internet to source information.



1 Source and apply information on the structure and operation of the entertainment industry

1.1 Correctly identify and access sources of information on the entertainment industry, including information relating to: • industry structure, different sectors

and the products and services available

• major industry bodies • relationship between entertainment

and other industries • economic and social significance of

the industry.


The term entertainment industry covers all sectors involved in the production of any type of live theatre or event. This may include: • drama • ballet • concerts • festivals • corporate theatre and communication • any type of event, e.g. sporting, cultural,

charitable.

Information sources and opportunities to update industry knowledge may include: • industry associations and organisations • unions and other sources of industrial relations

information • industry journals • media • Internet • reference manuals • policy and procedures manuals • personal observations and experience • discussions with industry practitioners and

colleagues • seminars and other professional development

opportunities • industry functions.

Other industries with which the entertainment industry has relationship may include: • film, TV and radio • music • fashion • sport • tourism • retail • visual arts, craft and design.


Sectors of the entertainment industry including: • drama • ballet • concerts • festivals • corporate theatre and communication • events

- sporting - cultural - charitable - public celebrations.

Knowledge of industry sectors including: • the role and services offered by each sector • examples of businesses in each sector • interrelationship between sectors.

An awareness of the interrelationship between the entertainment industry and other related industries including: • film, TV and radio • music • fashion • sport • tourism • retail • visual arts, craft and design.

The role and function of key entertainment industry bodies including: • NSW Ministry for the Arts • Media, Entertainment and Arts Alliance (MEAA) • Australian Entertainment Industry Association

(AEIA) • National/State ITAB/Skills Council • Australian Network for Art and Technology

(ANAT) • Australasian Performing Rights Association

(APRA) • Australia Council for the Arts • Department of Communications, Information

Technology and the Arts.



Information relating to the entertainment industry including: • statistics

- employment - income - patronage - the multiplier effects

• current trends • issues affecting the industry. Basic research skills for: • identification of relevant information • questioning techniques to obtain information • sorting, summarising and presenting information. Sources of current industry information including: • industry associations and organisations • unions • industry journals • media • the internet • libraries • reference manuals • policy and procedures manuals • personal observations and experience • industry contacts, mentors and advisors • colleagues, supervisors and managers • professional development opportunities • industry functions. A basic awareness of the social and environmental effects of the entertainment industry including: • positive and negative impacts on a community • positive and negative impacts on environments • the role of environmental guidelines and

legislation in the operation of an entertainment business.

1.2 Use knowledge of the entertainment industry appropriately to enhance the quality of work performance.



2 Source and apply knowledge of industry employment obligations and opportunities

2.1 Obtain information to assist in effective work performance in the entertainment industry, including information on: • career opportunities • roles, responsibilities and

employment rights of contracted workers

• unions and employer bodies • professional associations

• industrial relations issues.

The term entertainment industry covers all sectors involved in the production of any type of live theatre or event. This may include: • drama • ballet • concerts • festivals • corporate theatre and communication • any type of event, e.g. sporting, cultural,

charitable.






Career opportunities and pathways within the industry. Industrial working conditions including: • awards • contract of employment • certified agreement • enterprise agreement • workplace agreement. Personal attributes and work ethics of entertainment industry staff including: • attendance and punctuality • ethical behaviour • honesty • work performance • taking directives • attention to detail • personal presentation and grooming • attitude • confidentiality • consistency of service • safe work practices. Workplace relations including: • employer groups

- Australian Entertainment Industry Association (AEIA)

• unions - Media, Entertainment and Arts Alliance

(MEAA) - Musicians Union of Australia/NSW

• professional associations. An awareness of current industrial relations issues affecting the industry.

2.2 Apply knowledge of industry employment obligations and opportunities appropriately within day-to-day work activities.



3 Seek information on new technology

3.1 Correctly identify sources of information on new technology.






How to source current information about emerging technologies relevant to the entertainment industry.

3.2 Obtain relevant information to assist effective work performance, including information on: • advances in technology and

equipment • likely effects of new technology on

current work practices and the structure of the industry

• ways of upgrading skills to allow for the use of new technology

• sources of technical advice and support.


Technologies including: • digital technology • bluetooth technology • multimedia • broadband • project management systems • internal booking systems. The effects of emerging technology on: • the marketing and promotion of events

information • ways that consumers research event information • speed of processing event information • registration, ticketing and seating • sponsorship • special effects • lighting and sound • current work practices. Opportunities for upgrading skills including: • industry seminars • in-services • training courses • in-house training



• reference manuals Sources of technical advice and support including: • industry bodies • journals • the Internet • experts

3.3 Correctly apply information on technological advances in day-to-day work activities.


The application of enterprise/organisation protocols and policies in relation to current and emerging technology.

4 Seek opportunities to update industry knowledge

4.1 Identify and use a range of opportunities to update knowledge of the entertainment industry and monitor current issues of concern to the industry.

Issues of concern to the industry may be related to: • government initiatives • labour issues • industry expansion • changing nature of the marketplace.


A basic awareness of current issues of concern to the industry relating to: • government initiatives • labour issues • industry expansion • changing nature of the marketplace • funding • public liability • risk management • occupational health and safety (OHS) • emerging technologies.

4.2 Share updated knowledge with customers and colleagues as appropriate, and incorporate into day-to-day work activities.


Dissemination of information through a variety of communication channels including: • one-on-one communication • team/group meetings • internet/intranet • call centres • seminars • marketing and promotional material • direct mail.

Draft Entertainment Curriculum Framework March 2004 CUELGT09A Apply a general knowledge of lighting to work activities 62


Title Apply a general knowledge of lighting to work activities


Unit code

CUELGT09A

Unit Descriptor

This unit provides the foundation knowledge required to complete a range of general lighting-related tasks in a live venue environment. It includes the need for an understanding of the role of the lighting technician, overall lighting system layout and basic equipment recognition. Tasks would generally be completed under supervision.


10

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • the general scope and potential of lighting operations within different live

production contexts, e.g. theatre, music, corporate • the relationship between lighting operations and other technical and

performance areas, including audio, vision systems and performance • typical roles and responsibilities of the lighting technicians in different

context, including career paths • lighting system options in a range of venue types • specialised terminology that applies to lighting operations • general features of lanterns and accessories, dimmers and control systems • overview of different types of automated lights and the special

requirements of this type of technology, including rigging orientation, powering, requirement for data supply and fixture addressing

• overview of appropriate use of standard pump propelled glycol-based atmospheric (smoke) effects

• organisational and legislative Occupational Health and Safety legislation in particular relation to lighting operations, e.g. electrical restrictions

• knowledge of colour recognition • requirements for storage of lighting equipment • literacy skills sufficient to interpret lighting plans, understand use of scale,

lighting symbols and notation conventions • numeracy skills sufficient to count and sort equipment and use numerical

features of lighting desks.

This unit underpins and has linkages to general technical units and all other lighting units and combined assessment and/or training with those units may be appropriate, for example: • CUFSAF01B - Follow health,

safety and security procedures • CUETGE11A - Handle

physical elements safely during bump in/bump out

Assessment of this unit requires access to: • a range of lighting equipment

as identified in the Range Statement

• an environment in which lighting can be set up and operated

• lighting plan for interpretation.

Key Terms and Concepts • 3-phase power • cables • career pathways • cleaning, maintenance and storage of

light equipment and accessories • colour call sheets • communication • dimmers • documentation • effects of colour • electrical safety • lamp types • licensing requirements • light beam accessories • light theory • lighting components • lighting control systems • lighting desk/board operations • lighting equipment • lighting operations • lighting personnel




preparatory and set up tasks with industry-current lighting equipment • project or work activities that allow knowledge to be applied to

specific production contexts and situations.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • direct observation of the candidate completing lighting-related tasks • evaluation of equipment which has been set up by the candidate • oral or written questioning to assess knowledge of equipment types • review of portfolios of evidence or third party workplace reports of



The following evidence is critical to the judgement of competence in this unit: • recognition of lighting equipment, including key features and purpose • completion of lighting-related tasks in accordance with health and

safety procedures.

• lighting plan • lighting schedule • lighting technician • occupational health and safety

(OHS) • organisational procedures • patch location • patching • positioning points • production plan documentation • reporting • rigging • safe work practices • subtractive and additive colour

mixing.



Collecting, organising and analysing information 1 Reading lighting plan to determine equipment requirements.

Communicating ideas and information 1 Discussing work requirements with supervisor.

Planning and organising activities 1 Positioning and placing equipment ready for installation.

Working with others and in teams 1 Liaising with other technicians during set up.

Using mathematical ideas and techniques 1 Calculating the number of lamps required.

Solving problems 1 Adjusting position of equipment.




1 Make preparations for lighting set up

1.1 Extract key information from lighting plans and confirm requirements with supervisor.



A basic understanding, of a range of lighting and lighting control system options including: • different entertainment industry contexts

- live performance - theatre - events - multi-media presentations.

• different venue types - indoor - outdoor.

Knowledge of possible career pathways in lighting and roles and responsibilities of a range of lighting personnel including: • lighting designer • lighting operator • follow spot operator • lighting technician • production electrician.

A basic understanding of the principles of: • light theory • subtractive and additive colour mixing.

A basic understanding of the effect of: • colour on objects • colour on mood.

General features and purpose of a range of lighting equipment including: • patch panels • dimmers • floods • par luminaires • cyc lights • fresnel luminaires • PC luminaires • profiles • ellipsoidals • automated lights • strobes • follow spots.



Lighting plans including: • universal lighting symbols • scale • notation conventions • elevation • sight lines • section/side view. An awareness of other documentation in production plans including: • lighting schedules • colour call sheets • event sheet • cue sheet • prompt copy • running sheet • script • libretto. The importance of following supervisor�s instructions for lighting requirements.

1.2 Correctly identify appropriate rigging and positioning points for lighting equipment.


A basic understanding of the following processes: • rigging • patching • framing • gelling • focussing • light control programming. Occupational health and safety (OHS) requirements in relation to lighting. Safe work practices relevant to lighting operations including: • use of personal protective equipment PPE

- gloves - goggles - appropriate clothing and footwear - harness

• correct manual handling



• safe posture • safe work techniques

- operating at heights - maintaining appropriate ventilation - handling hot surfaces - using electricity.

A basic awareness of lighting control systems in a range of performance venues. Selection of and positioning points for lamps according to lighting plan. Understanding the importance of safe and effective positioning of lighting equipment.

1.3 Correctly identify cables used to connect different lighting components.


Cables including: • 3-phase • 240 volts.

1.4 Correctly identify and sort equipment and accessories in preparation for set up, ensuring appropriate handling and taking account of equipment differences.

Conventional lights to be used must include: • floods and PARS and cyc lights • fresnel and pebbled convex (PC) lanterns • profile, ellipsoidal profile.

Use of conventional lights must include: • finding out the correct replacement lamp and

wattage of the lantern • awareness of the different types of lamp bases • correct bubble handling techniques • awareness of how heat is dissipated by a

lantern • when incorrect orientation of a lamp may

reduce filament and lantern life.

2 Complete tasks using lighting equipment

2.1 Correctly use the lighting desk to bring up channels for focussing.

Use of lighting desk must include: • manual preset operation • theatrical cue set up and playback • single scene submaster operation (a single set

of channel levels being stored in a fader for later use)


An awareness of types of lighting desks/boards: • manual control desks • memory systems � analogue and digital. General features of a lighting desk:



• submaster cue stacking and playback (a series of cues, namely sets of channel levels and fade times, stored in sequence and recalled later).

• operational manuals • lighting circuits • faders • presets • display monitors. Lighting desk operations including: • manual preset operation • theatrical cue set up and playback • single scene submaster operation • submaster cue stacking and playback. An awareness of lighting desk protocols.

2.2 Correctly and safely power up dimmers and set up patch location.

Use of dimmer and patch system layouts may include: • distributed dimming dimmers located where

required • distributed patch patch lines from a single

dimmer location to destination lights • dual systems combination of the above two

systems • automated lighting requirements direct power

and data lines required (no dimmer).


A basic awareness of dimmer and patch system layouts including: • distributed dimmers located where required • distributed patch lines from a single dimmer

location to destination lights • dual systems combination of the above two

systems • automated lighting requirements direct power

and data lines required (no dimmer).

2.3 Match light beam control accessories to lights and use in accordance with instructions.

Light beam control accessories may include: • gel types and gel frames • barn doors • gobos and gobo holders • iris • doughnuts and top hats • black wrap • shutters • spun.


A basic knowledge of light beam accessories and their purposes including: • gel types • gel frames • barn doors • gobos and gobo holders • iris • doughnuts • top hats • black wrap • shutters • spun • standard pump propelled glycol-based or oil-

based atmospheric (smoke) effects.



Importance of adhering to instructions when undertaking lighting activities and including: • enterprise/organisation policies and procedures • supervisor�s oral and written instructions • lighting plans • licensing requirements • manufacturer�s specifications • operator manuals.

2.4 Correctly handle cables, including rolling/unrolling, storage and safe manual handling.

2.5 Identify any problems with equipment promptly, take action within the scope of individual responsibility or report to supervisor.

Use of conventional lights must include: • finding out the correct replacement lamp and

wattage of the lantern • awareness of the different types of lamp bases • correct bubble handling techniques • awareness of how heat is dissipated by a

lantern • when incorrect orientation of a lamp may

reduce filament and lantern life.


Equipment checks including: • electrical safety • mechanical safety • electrical function • electronic function.

Cleaning, maintenance and storage of lighting equipment and accessories.

Documentation of: • use and performance of equipment • operational faults and malfunctions • completed maintenance • repair tasks and outcomes.

Understanding of lines of reporting and communicating with supervisors within the enterprise/organisation.

Reporting including: • formal/informal • written/verbal.

2.6 Communicate appropriately with other technicians, performers or customers during the completion of tasks.


Strategies for the promotion of cooperative working environments including: • good communication • mutual respect • understanding roles and responsibilities of others



• positive working relationships • application of codes of conduct • application of workplace policies and procedures • teamwork. Relationships between lighting operations and other technical and creative areas including: • audio • vision systems • staging • stage manager • performers • director • front of house. Importance of lighting personnel liaising with other production staff including: • director • stage manager • sound designer • sound technician.

Draft Entertainment Curriculum Framework March 2004 CUESOU07A Apply a general knowledge of audio to work activities 70


Title Apply a general knowledge of audio to work activities


Unit code

CUESOU07A

Unit Descriptor

This unit describes the foundation skills and knowledge required to complete a range of general audio-related tasks in a live venue environment. It includes the need for an understanding of the role of the audio technician, overall audio system layouts and basic equipment recognition. Tasks would generally be completed under supervision.


10

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • the general scope and potential of audio operations within different live

production contexts, e.g. theatre, music, corporate • the relationship between audio operations and other technical and

performance areas, including lighting, vision systems and performance • typical roles and responsibilities of audio technicians in different contexts,

including different career paths • fundamentals of sound in a circuit, including understanding that

microphone level is -40 to -60dB line level • features and meaning of a typical sound system signal flow chart, including

signal chains, gain structure and levels • decibel levels and basic sound pressure level measurement, including that

frequency is measured in Hertz, understanding the differences between 100Hz and 1kHz

• understanding of phase, including phase cancellation, and that at 180 degree phase difference signals do cancel each other out

• common terminology used in relation to audio • key features, purpose and basic operating procedures of major types of

audio equipment, including different types of loudspeakers, audio mixing consoles, signal processing equipment, input source equipment and common accessories

• different types of cable, their usage in different situations and how to care for them, including:

This unit underpins and has linkages to general technical units and all other audio units, and combined training and assessment with those units may be appropriate, eg: • CUFSAF01B - Follow health,

safety and security procedures • CUETGE11A - Handle

physical elements safely during bump in/bump out.

Assessment of this unit requires access to: • a range of sound equipment as

identified in the Range Statement

• a sound system • an environment in which an

audio system can be run.

Key Terms and Concepts • audio desk • audio equipment and accessories • audio installation plans • audio operations • audio technician • cables • decibel levels • electricity • Hertz • occupational health and safety

(OHS) • phase and phase cancellation • positioning and equalising

techniques • problems and faults • rigging and positioning • signal processing equipment • sound in a circuit • sound pressure level measurement • sound system signal flow chart



and Advice

- microphone cables; how to run safely and neatly and where to store excess

- speaker cables; how to run safely and neatly and avoid lighting components

- multicore cables, how to run safely and neatly and where to store excess - power cables, how to run safely and neatly and where to store excess

• requirements for the storage of audio equipment • Occupational Health and Safety requirements and legislation that relate to

audio personnel, in particular with regard to working safely with electricity • literacy skills sufficient to extract key information from audio installation

plan • numeracy skills sufficient to sort and count equipment.




preparatory and set-up tasks with industry-current audio equipment • project or work activities that allow knowledge to be applied to

specific production contexts and situations.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • direct observation of the candidate completing audio-related tasks • evaluation of equipment which has been set-up by the candidate • oral or written questioning to assess knowledge of equipment and

audio theory • review of portfolios of evidence and third party workplace reports of



The following evidence is critical to the judgement of competence in this unit: • recognition of sound equipment, including key features and purpose • understanding of signal flow through the audio chain • completion of audio-related tasks in accordance with health and safety

procedures.




Collecting, organising and analysing information 1 Reading audio plan to determine equipment required.

Communicating ideas and information 1 Discussing work requirements with supervisor.

Planning and organising activities 1 Discussing work requirements with supervisor.

Working with others and in teams 1 Liaising with other technicians during set-up.

Using mathematical ideas and techniques 1 Calculating the number of cables required.

Solving problems 1 Amending positioning of equipment to remove feedback problems.

Using technology 1 Wiring the audio system.



1 Make preparations for audio set-up

1.1 Extract key information from audio installation plans and confirm requirements with supervisor.



Understanding a range of audio operations for: • different entertainment industry contexts

- live performance - theatre - music - corporate/events

• different venue types - indoor - outdoor.

Typical roles and responsibilities of audio technicians in different contexts and possible career pathways. An awareness of production plans in relation to audio systems activities including: • technical notes • stage plan • audio installation plans. Common terminology used in audio installation including key terms and symbols.

1.2 Correctly identify preferred rigging and positioning points for audio equipment.

Equipment must include: • loudspeakers • audio mixing consoles • input source equipment.

Sound equipment may include: • stereo 3-way PA system for audiences of

different sizes • microphones of different pickup patterns and

types • amplifiers to suit the system • speakers as part of the system • analogue FOH mixing desk of at least 24:8:2

format • effects rack • CD player • computer DAT • mini disc


General features, purpose and operation of a range of audio equipment and accessories including: • loudspeakers • audio mixing consoles • input source equipment • stereo three-way PA system • microphones • amplifiers • speakers • mixing desk • effects rack • CD player • computer DAT • mini disc • hard disc recorder • signal processing equipment



• hard disc recorder • signal processing equipment.

Accessories used in live audio may include: • DI boxes • insolation transformers • active splits • SPL meters • white or pink noise generators • spectrum analysers • analysis software • continuity and phase testers.

• DI boxes • insolation transformers • active splits • SPL meters • white or pink noise generators • spectrum analysers • analysis software • continuity and phase testers.

Recognition of rigging and positioning points within different venues for a range of audio equipment and accessories.

1.3 Correctly identify cables used to connect different audio components.


Knowledge of: • different types of cables

- microphone cables - speaker cables - multicore cables - power cables

• cable usage in different situations • safe work practices

- how to run safely and neatly - where to store excess - avoiding lighting components.

1.4 Correctly identify and sort equipment and accessories in preparation for set-up, ensuring appropriate handling and taking account of equipment differences.

Equipment differences for loudspeakers may include: • size of paper cone loudspeakers • features of high frequency compression driver

types.

Equipment differences for audio mixing consoles may include: • how front of house consoles differ from stage

monitor consoles, particularly the difference between pre and post fade auxiliary sends.

Equipment differences for input source equipment may include: • devices in the main signal chain, e.g.

equalisers, CD, cassette, mini disk • devices inserted over individual channels,

such as noise gates, limiters, compressors, preamps.


Differences in a range of audio equipment and accessories including: • loudspeakers • mixing consoles • input source equipment.

Knowledge of safe work practices for: • manual handling • lifting techniques • packing/storage.



2 Complete tasks using audio equipment

2.1 Correctly connect, disconnect and position audio system cables, including microphone, speaker, multicore and power feeds, in accordance with supervisor's instructions and safety requirements.


Occupational health and safety (OHS) regulations and requirements that relate to audio personnel, in particular with regard to working safely with electricity.

2.2 Wire the audio system in correct sequence and confirm with supervisor.

Correct sequencing of wiring would include: • connection of adequate mains to all

components and understanding of power isolation

• safe and neat positioning of cables and multicore

• patching to create a complete signal chain from input to output.

2.3 Set start up and operating settings in correct sequence and correctly use features of audio desk in accordance with instructions.

Correct start up sequence and operating settings for an audio system would include: • ensuring all output faders on console are down

(at minimum settings or muted) • ensuring all amplifier volume controls are

down (at minimum settings) • powering up all front-of-house equipment first • powering up amplifiers last • winding up amplifier volumes after all

equipment is powered up.


A basic knowledge of: • decibel levels and basic sound pressure level

measurement including - frequency is measured in Hertz - understanding of difference between 100Hz

and 1kHz • fundamentals of sound in a circuit including

- microphone level is -40 to -60dB line level • features and meaning of a typical sound system

signal flow chart including - signal chains - gain structure - levels

• phase and phase cancellation • signals

- analogue - digital.

2.4 Identify any problems with equipment promptly, take action within scope of individual responsibility or report to supervisor.


Realistic solutions to a range of common audio faults/problems.

How and when to seek assistance.

The importance of acting within level of authority in terms of: • taking initiative



• problem-solving • decision-making.

2.5 Use positioning and equalising techniques to create optimum sound quality.

2.6 Communicate appropriately with other technicians, performers or customers during the completion of tasks.


Awareness of the relationship between audio operations and other technical and performance areas including: • lighting • vision systems • performers • stage manager • director • staging.

Draft Entertainment Curriculum Framework March 2004 CUESTA05A Apply a general knowledge of staging to work activities 77


Title Apply a general knowledge of staging to work activities


Unit code

CUESTA05A

Unit Descriptor

This unit describes the skills and knowledge required to provide assistance with the installation of staging under direct supervision. As such it includes a general knowledge of stage geography, staging equipment and staging terminology plus basic stage preparation and set positioning.


10

Evidence Guide


and Advice

Assessment must include evidence of essential knowledge of, and skills in, the following areas: • role of staging personnel within the overall production and interrelationship

with other production personnel • stage geography and terminology, including upstage, downstage,

on/offstage, stage right/left, scenery dock, PS, OP, cameral left, camera right (for film and TV)

• different types of common stage machinery and equipment and the main safety issues associated with their use

• basic set assembly, including the correct way to run and float a flat, to lash/toggle and pinhinge flats together and to use tech screws and bolts for assembling set pieces

• methods of tying cloths, drapes, tabs, etc to a barrel, including legs, borders, scrims, gauzes, cycloramas

• a variety of knots, including bowline, clove, hitch, half-hitch, reef knot, rolling hitch, truckies hitch, overhand knot, figure of eight knot (single and double), whippings and rope seizing

• Occupational Health and Safety requirements and their application to stage mechanics, including the handling of hazardous substances

• literacy skills sufficient to interpret a stage plan • numeracy skills sufficient to take basic stage and staging measurements.

This unit has linkages to a range of other technical units and combined assessment and/or training with those units is recommended, for example: • MEM18.1AB - Use hand tools • BCG1004A - Carry out

measurements and calculations.

Assessment of this unit requires access to: • staging machinery, equipment

and tools • venue at which a production is

being staged.

Key Terms and Concepts • flats • floor lay up • hazards • knots • manual handling • occupational health and safety

(OHS) • production personnel • props • set assembly • set pieces • stage area • stage geography • stage machinery • stage mark out • stage plan • stage types • staging personnel.



The assessment context must ensure: • demonstration of skills through the installation of staging that includes

as a minimum the installation of flooring and basic set pieces • involvement of and interaction with a team with whom the candidate

can work and which is able to provide the overall direction for staging set-up.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • direct observation of the candidate using appropriate and safe

techniques to install staging • inspection/evaluation of staging elements positioned by the candidate • oral or written questioning to assess knowledge of staging terminology,

features and uses of different types of equipment and stage geography • review of portfolios of evidence and third party workplace reports of



The following evidence is critical to the judgement of competence in this unit: • knowledge of the roles and functions of staging departments and

staging personnel • knowledge of entertainment industry terminology in relation to staging • ability to follow instructions and safety procedures.




Collecting, organising and analysing information 1 Interpreting a stage plan.

Communicating ideas and information 1 Communicating problems and asking for direction.

Planning and organising activities 1 Organising set pieces.

Working with others and in teams 1 Talking to other production personnel about work requirements.

Using mathematical ideas and techniques 1 Taking measurements.

Solving problems 1 Identifying and reporting a safety issue.

Using technology 1 Using tools.



1 Prepare stage area

1.1 Refer to stage plan and consult with supervisor to obtain details of work requirements.



Understanding of a range of staging options for different venue types and entertainment industry contexts including: • live performance • theatre • events/corporate • multimedia presentations • indoor and outdoor venues. An awareness of the roles and responsibilities of staging personnel within the overall production including: • production manager • technical manager • stage manager • set designer • set builder • prop builder • scenic artists • stage crew. Stage plan specifications including: • stage area drawn to scale • ground plan showing stage area with masking

and scenic items. Identify requirements specified in stage plan including: • stage types

- proscenium - in the round - end on - thrust - transverse

• stage machinery - revolves - elevated work platforms

• stage geography - prompt side (PS) - upstage (US) - downstage (DS)



- on/offstage - stage right/left (SR/SL) - scenery dock

• performance space measurements and dimensions

• entrances/exits • site lines • sets • masking.

1.2 Identify the need for general clearing and cleaning of stage area and take appropriate action.


Cleaning and clearing of areas including: • stage • wings • dressing rooms • orchestra pit.

1.3 Mark out stage accurately in accordance with stage plan and directions from supervisor.


An understanding of the purpose and importance of marking out the stage. Marking out the stage using stage plans including: • performer positions • set/prop positions • equipment.

1.4 Liaise with other production personnel to ensure timing of staging installation is appropriate in relation to other production requirements.

Other production personnel may include: • directors • designers • technical specialists • stage managers • production managers • venue management.


Principles of team work and working with others to achieve production goals. Production personnel including: • directors • designers • production managers • stage managers • technical specialists • venue management.

2 Lay up floor and position set pieces

2.1 Lay up floor in accordance with stage plan and directions from supervisor.

Floor may be laid up using: • floor cloths/cladding • dance floors, e.g. tarkett


Understanding of the purpose of laying the floor.



• carpet • masonite • vinyl.

Materials for floor laying including: • floor cloths/cladding • dance floors • carpet • masonite • vinyl.

2.2 Move and assemble set pieces in accordance with stage plan and directions from supervisor.

Set pieces may include: • framed scenery, e.g. flats, profiles, doors,

windows • weight bearing scenery, e.g. rostra, ramps,

steps • non-weight bearing scenery, e.g. columns,

trees • soft scenery, e.g. canvas legs, borders, cloths,

gauzes, cycloramas • furniture and other set props • revolves • trucks.


Work requirements for moving and assembling set pieces on stage including: • run and float a flat • lash/toggle flats together • pinhinge flats together • correct use of screws and bolts • use of correct knots.

The features and use of a range of knots including: • bowline • clove hitch • half-hitch • reef knot • rolling hitch • truckies hitch • overhand knot • figure of eight knot

- single - double

• whippings • rope seizing.

General knowledge of stage set pieces including: • framed scenery • weight bearing scenery • non-weight bearing scenery • soft scenery • furniture and other set props • revolves • trucks.

2.3 Follow appropriate safety procedures when laying floor and positioning set pieces.

Floor may be laid up using: • floor cloths/cladding • dance floors, e.g. tarkett • carpet


A basic understanding of occupational health and safety (OHS) legislation.



• masonite • vinyl.

Set pieces may include: • framed scenery, e.g. flats, profiles, doors,


steps • non-weight bearing scenery, e.g. columns,



An awareness of hazards in a staging environment including: • physical • chemical • psychological • environmental • ergonomic. An awareness of appropriate OHS procedures when undertaking staging activities including: • safe manual handling procedures • use of personal protective equipment (PPE) • safe work methods and procedures for using tools

and equipment • appropriate light and ventilation • safe removal of hazardous waste • safe use of detergents and chemicals.

2.4 Identify any adjustments required in consultation with supervisor and other personnel and take appropriate action.

Other production personnel may include: • directors • designers • technical specialists • stage managers • production managers • venue management.

2.5 Clean up and clean surrounding areas to ensure safe work space for all personnel.

Draft Entertainment Curriculum Framework March 2004 CUFSAF01B Follow health, safety and security procedures 83

Training Package Film, Television, Radio and Multimedia (CUF01)

Title Follow health, safety and security procedures HSC Requirements

and Advice

Unit code

CUFSAF01B

Unit Descriptor

This unit describes the skills and knowledge which everyone in the workplace must have in order to work safely. It covers a range of industry contexts involving a variety of different conditions and hazards.


10

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • general knowledge of relevant industry safety guidelines as they apply to

particular areas of work, e.g. Screen Producers' Association of Australia, Safety Guidelines for the Entertainment Industry, Film Industry Recommended Safety Code and Safety Guidance Notes

• relevant State/Territory Occupational Health and Safety legislation and codes of practice

• major safety requirements for entertainment venues as outlined in State/Territory Occupational Health and Safety legislation

• major causes of workplace accidents relevant to the work environment • workplace hazards relevant to a given context • emergency evacuation procedures relevant to a given context • fire hazards and workplace fire hazard minimisation procedures • organisational health, safety and security procedures • literacy skills sufficient to interpret symbols used for Occupational Health

and Safety signs • designated personnel responsible for Occupational Health and Safety • safety report and any safety implementation reports, for candidates working

within the film and television industry sectors.

This unit underpins effective performance in all other units, and combined assessment and/or training is recommended.

Assessment of this unit requires access to: • relevant Occupational Health

and Safety acts, regulations and codes of practice

• relevant industry safety guidelines

• organisation's Occupational Health and Safety policies and procedures

• relevant protective equipment • safety report and any safety

implementation reports, for candidates working within the film and television industry sectors.

Key Terms and Concepts • breaches • emergency situations • employer and employee

responsibilities • feedback • hazards • health • health, safety and security

procedures • individual responsibility • industry safety guidelines • insurance • manual handling • occupational health and safety

(OHS) • Occupational Health and Safety Act

2000 (NSW) • Occupational Health and Safety

Regulations 2001 (NSW) • OHS committee • OHS regulation • organisational procedures • participation



The assessment context must provide for: • project or work activities that allow the candidate to demonstrate safe

working practices for particular job roles and contexts.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • direct observation of the candidate explaining workplace safety or

emergency procedures to others • direct observation of the candidate demonstrating safe working

practices for particular job roles • case studies and problem solving exercises for emergency situations,

particular safety issues • oral or written questioning to asses knowledge of industry safety

guidelines, legislation • review of portfolios of evidence and third party workplace reports of



The following evidence is critical to the judgement of competence in this unit: • following established procedures and understanding of the implications

of disregarding those procedures • understanding of the legal requirement to work in accordance with

health, safety and security procedures.

• personal protective equipment (PPE) • reporting and recording • safe work practices • safety • safety plan • security • seek assistance • WorkCover • Workers Compensation Act 1987

(NSW) • workplace injuries.



Key competencies Level Examples Collecting, organising and analysing information 1 Reading and following safety procedures.

Communicating ideas and information 1 Passing on key safety information to colleagues.

Planning and organising activities 1 Organising work tasks to ensure safety.

Working with others and in teams 1 Checking safety procedures with other team members.

Using mathematical ideas and techniques 1 Checking number of patrons does not exceed safety requirements.

Solving problems 1 Identifying safety issues and reporting them.

Using technology - Not Applicable.


Element Performance Criteria Range of Variables HSC Requirements and Advice

1 Follow workplace procedures on health, safety and security

1.1 Comply with health, safety and security procedures in accordance with organisational policy, relevant legislation, insurance requirements and safety plan where appropriate.


Health, safety and security procedures may include: • emergency, fire and accident • hazard identification and control • use of personal protective clothing and

equipment • safe sitting, lifting and handling • security of documents, cash, equipment,

people • key control systems • safe use of electrical equipment • use of material safety data sheets • safe use of chemicals and toxic substances • safe construction of rigs and supports.


An understanding of the difference between health, safety and security. An awareness of the cost of workplace injury: • human • social • economic • organisational. A basic understanding of occupational health and safety (OHS) legislation including: • Occupational Health and Safety Act 2000 (NSW) • Occupational Health and Safety Regulations

2001 (NSW) • Workers Compensation Act 1987 (NSW). Employer responsibilities under the OHS Act including: • maintain places of work under their control in a

safe condition, and ensure safe entrances and exits

• make arrangements to ensure the safe handling, storage and transport of plant and substances

• provide and maintain systems of work and work environments that are safe and without risks to health

• provide information, instruction, training and supervision necessary to ensure the health and safety of employees

• provide adequate facilities for the welfare of employees

• must not require employees to pay for anything done or provided to meet specific requirements made under the Act or Regulation

• must consult with employees about OHS matters to enable them to contribute to decisions affecting their health, safety and welfare

• ensure the health and safety of visitors or people working who are not employees.



Employee responsibilities under the OHS Act including: • employees must take reasonable care of the

health and safety of themselves and others • employees must cooperate with employers in

their efforts to comply with occupational health and safety requirements

• employees must not interfere with or misuse things provided for the health, safety or welfare of persons at work

• employees must not obstruct attempts to give aid or attempts to prevent serious risk to the health and safety of a person at work

• employees must not refuse a reasonable request to assist in giving aid or preventing a risk to health and safety

• employees must not disrupt workplace by creating false health or safety fears.

A basic awareness of industry safety guidelines including: • Safety Guidelines for the Entertainment Industry

2001 • Film Industry Recommended Safety Code 1983 • Film and Television Industry Safety Guidance

Notes 1995. A general awareness of safety requirements for entertainment venues including: • building codes • maximum patron numbers • hours of operation • noise and lighting levels • fire hazard minimisation. An understanding of the role of and function of WorkCover. An understanding of the following forms of insurance: • worker�s compensation • public liability.



1.2 Identify and promptly report breaches of health, safety and security procedures.


An awareness of breaches that require attention including: • disruption to performance • strange or suspicious persons • broken or malfunctioning equipment • damaged property or fittings • lack of suitable signage • lack of training on OHS issues • unsafe work practices • loss of keys • loss of property, goods or materials. Verbal and non-verbal procedures for reporting breaches to supervisor and/or manager. Monitoring and reporting for OHS including: • forms (safety audit, accident report and

WorkCover) • registers • logs • checklists • files.

1.3 Work safely and ensure that all work activities are undertaken in a safe manner and do not present a hazard to fellow workers or the public.



people • key control systems • safe use of electrical equipment • use of material safety data sheets • safe use of chemicals and toxic substances • safe construction of rigs and supports.

Work hazards may include: • occupational overuse injury • back injury • hearing impairment


Identification of potential hazards to: • self • colleagues • patrons • individuals with special needs.

An awareness of appropriate OHS strategies including: • selection, use and maintenance of PPE • sufficient rest and hydration • basic first aid training and access to first aid kits • safe work practices and procedures • access to appropriate communication devices • safety signs • awareness of environmental hazards • emergency plans.



• stress • performance anxiety • electricity • noise/sound level • water and chemicals • falls • firearms/ammunition • animals • execution of special effects/stunts or action

sequences • averse weather/lighting conditions • diving and underwater work.

2 Deal with emergency situations

2.1 Recognise emergency and potential emergency situations, and determine and take required action within scope of individual responsibility.

Emergency situations may include: • bomb threats • accidents • robbery • fire • armed hold-up • floods • earthquakes • equipment collapse.


Emergency situations including: • bomb threats • accidents • robbery • fire • armed hold-up • natural disasters • equipment collapse • overcrowding. The importance of acting within level of authority in terms of: • taking initiative • problem-solving • decision-making.

2.2 Follow emergency procedures in accordance with organisational procedures.



people • key control systems • safe use of electrical equipment


Procedures to follow in the event of an emergency including: • notification

- appropriate authorities - supervisor - colleagues

• enterprise policies and procedures - evacuate - secure building.



• use of material safety data sheets • safe use of chemicals and toxic substances • safe construction of rigs and supports.

2.3 Seek assistance from colleagues and/or other authorities where appropriate.


The role of: • first aid officers • safety officers • security officers • emergency services • WorkCover.


Appropriate personnel to seek assistance from including: • manager

- stage - floor - technical operations

• supervisor • experienced colleagues.

2.4 Report details of emergency situations accurately as required in accordance with organisational policy.


Methods of alerting others and formally reporting emergency situations through written and verbal processes.

3 Maintain personal safety standards

3.1 Use appropriate safety clothing, footwear and personal protection equipment.

Measures to prevent injury or impairment may include: • following all safety procedures accurately • adopting correct posture • taking adequate rest breaks • controlling noise/sound levels and length of

exposure to high levels of noise • using personal protective equipment, e.g.

earmuffs • avoiding eye strain • correct use of chemical and dangerous

substances/equipment • stress management techniques.


Awareness of a range of PPE and its purpose including: • footwear • head protection • gloves • overalls • apron • respirator • face mask • hearing protection • eye protection • sunscreen.

Importance of correct fitting PPE.



3.2 Undertake measures to prevent injury or impairment related to workplace activities and control workplace hazards.

Measures to prevent injury or impairment may include: • following all safety procedures accurately • adopting correct posture • taking adequate rest breaks • controlling noise/sound levels and length of

exposure to high levels of noise • using personal protective equipment, e.g.

earmuffs • avoiding eye strain • correct use of chemical and dangerous

substances/equipment • stress management techniques. Health, safety and security procedures may include: • emergency, fire and accident • hazard identification and control • use of personal protective clothing and


people • key control systems • safe use of electrical equipment • use of material safety data sheets • safe use of chemicals and toxic substances • safe construction of rigs and supports. Work hazards may include: • occupational overuse injury • back injury • hearing impairment • stress • performance anxiety • electricity • noise/sound level • water and chemicals • falls • firearms/ammunition • animals • execution of special effects/stunts or action

sequences • averse weather/lighting conditions • diving and underwater work.

Learning experiences for the HSC must address: Workplace injuries: • burns and scalds • cuts and abrasions • falls • electric shock • chemical injuries • machine injuries • strains and sprains • occupational overuse syndrome (OOS).

Causes of common workplace injuries, including: • lack of protection and safety equipment • poor housekeeping • poor maintenance • inadequate lighting • spills and obstructions • faulty or incorrect equipment • poor ergonomics • inadequate instruction, training and supervision • personal factors including stress, tiredness and

inappropriate behaviour • unrealistic timeframes • negligence • fatigue.

Measures to prevent common workplace accidents injury or impairment including: • following safety procedures accurately • adopting correct posture and manual handling

techniques • taking adequate rest breaks • controlling noise/sound levels and length of

exposure to high levels of noise • using PPE • avoiding eye strain • correct use of chemical and dangerous

substances/equipment • stress management techniques • safe use of tools, machinery and equipment • procedures to deal with emergency, fire and

accidents • risk assessment • hazard identification and control.



3.3 Carry out all manual handling in accordance with legal requirements, enterprise policies and national health and safety guidelines.


Enterprise/organisation procedures to deal with manual handling hazards including: • moving • lifting • hand tool use • loading • working at heights • bending • repetitious tasks.

3.4 Assist in maintaining workplace in a safe condition.


Knowledge of designated personnel in relation to hazard identification and control within an enterprise.

The concept of �participation� as it relates to workplace safety and employee rights and responsibilities.

4 Provide feedback on health, safety and security

4.1 Identify Occupational Health and Safety issues requiring attention.

4.2 Raise Occupational Health and Safety issues with the designated person in accordance with organisation and legislative requirements.


An understanding of the formation, role and responsibilities of the OHS committee in the workplace. An awareness of key bodies involved in OHS including: • WorkCover • Australian Entertainment Industry Association.

Draft Entertainment Curriculum Framework March 2004 CUSGEN02B Work in a culturally diverse environment 92

Training Package Music (CUS01)

Title Work in a culturally diverse environment HSC Requirements

and Advice

Unit code

CUSGEN02B

Unit Descriptor

This unit describes the skills and knowledge to work successfully in an environment with people from diverse social and cultural backgrounds.


5

Evidence Guide

Underpinning knowledge and skills Linkages to other units Resource requirements HSC Requirements

and Advice

Assessment must include evidence of the following knowledge and skills: • principles that underpin cultural awareness and relevance to individual

behaviour in the workplace • general characteristics of the different cultural groups in Australian society • cultures of Australia's indigenous and non-indigenous peoples and relevant

cultural protocols (overview knowledge only) • principles and techniques for resolution of cross-cultural communication

difficulties • principles of Equal Employment Opportunity (EEO) and anti-

discrimination legislation as they apply to individual employees.

This unit has linkages to a range of other communication units, and combined assessment and/or training with those units may be appropriate, for example: • CUECOR02B - Work with

others.

There are no particular resource requirements for assessment of this unit.

Key Terms and Concepts • anti-discrimination • Anti-discrimination Act 1977 (NSW) • barriers to communication • beliefs • conflict resolution techniques • cross-cultural communication • cultural awareness • cultural group • cultural diversity • cultural values, traditions,

customs/mores and protocols • empathy • equal employment opportunity

(EEO) • Equal Employment Opportunity

(Commonwealth Authorities) Act 1987 (Cth)

• tolerance • visual symbols and signs • workplace diversity.



The assessment context must provide for: • project or work activities that allow the candidate to demonstrate

knowledge and awareness of diversity issues in the workplace.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • direct observation of the candidate interacting with people from

diverse backgrounds • case studies or projects to consider particular conflict situations arising

from diversity and to suggest means of dealing with them • oral or written questioning to assess knowledge of communication and

problem solving techniques with particular reference to diversity issues • review of portfolios of evidence and third party workplace reports of



The following evidence is critical to the judgement of competence in this unit: • ability to identify and respond to the cultural context of a given

workplace • the ability to apply knowledge of different cultures and cultural

characteristics appropriately in communication with individuals from a range of backgrounds.

Key competencies Key competencies are built into all workplace competencies. The following table describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment.



Collecting, organising and analysing information 1 Identifying different cultural beliefs and values.

Communicating ideas and information 1 Explaining how to do something to a colleague or customer from another language or cultural background.

Planning and organising activities 1 Considering ways to deal with cultural conflicts or problems, or to improve workplace communication.

Working with others and in teams 1 Working co-operatively with other members of the work team, including those from diverse backgrounds.


Solving problems 1 Dealing with problems such as communication breakdowns and misunderstandings.




1 Communicate with individuals from diverse backgrounds

1.1 Treat individuals and groups from different backgrounds, cultures and languages with respect and sensitivity.


Differences of background and culture may relate to: • race/ethnic origin • language • special needs • family structure • gender • age • sexual preference. Possible cultural differences may include those relating to: • appropriate ways of greeting and parting • levels of formality • work ethics • family obligations • customs • social values • dress and grooming • non-verbal behaviour, understandings and

interpretations • observance of special religious, feast or other

celebratory days • product preferences.


A basic understanding of the concepts of: • culture • cultural diversity • cultural awareness. An appreciation of the differences in customers� and colleagues� values and beliefs as they relate to: • culture • religion • language. A basic knowledge of the cultural expectations of major international tourist markets into Australia including: • Asia • Japan • Korea • Europe • America • United Kingdom • New Zealand. Elements of cultural diversity including: • interpersonal relations • festivals/celebrations • family structure/obligations • language • religion • customs • social values • work ethic • communication • product preferences. A basic understanding of: • the significance of cultural values, traditions,

customs/mores and protocols • cultural diversity in the Australian population

(indigenous and non-indigenous) • cultural diversity of local and international

customers.



General characteristics of the different cultural groups in Australian society.

An understanding for the need for tolerance and respect in the workplace.

1.2 Communicate and cooperate effectively with individuals from different backgrounds in workplace activities.


A basic understanding of the principles of equal employment opportunity (EEO) legislation: • Equal Employment Opportunity (Commonwealth

Authorities) Act 1987 (Cth) • Affirmative Action (Equal Employment

Opportunity for Women) Act 1986 (Cth).

Reciprocal rights and responsibilities of employers and employees in relation to EEO.

A basic understanding of the principles of anti-discrimination legislation:· • Anti-Discrimination Act 1977 (NSW)· • Sex Discrimination Act 1984 (Cth)· • Racial Discrimination Act 1975 (Cth) • Disability Discrimination Act 1992 (Cth).

Reciprocal rights and responsibilities of employers and employees in relation to anti-discrimination.

Forms of bullying and harassment in the workplace including:· • sexual • verbal • physical • psychological.

Workplace policies and procedures designed to prevent discrimination and harassment in the workplace.

Effective cross-cultural communication skills including: • active listening • questioning techniques • body language • appropriate speech • build rapport.



1.3 Where language barriers exist, make an effort to communicate using gestures, simple words and other appropriate methods.


Barriers to communication: • negative subtext • cultural differences • bias and stereotyping • lack of empathy • gender issues. The importance of communicating in language that is: • clear • concise • directive • purposeful • courteous • culturally sensitive. Understanding tone, body language and subtext. A range of gestures, words and phrases that are universally understood. Visual symbols and signs used in the workplace and entertainment venues including: • toilet • first aid • phone • disabled • no smoking • exits • fire extinguisher.

1.4 Take account of different traditions and ways of communicating in responding to workplace situations.

1.5 Value and recognise as an asset the ability of team members to speak a language other than English and/or their experience of living in other regions or cultures.


Proactive strategies to promote workplace diversity.



2 Deal with cross cultural misunderstandings

2.1 Identify issues which may cause conflict or misunderstanding in the workplace.


Issues which may cause conflict or misunderstanding in the workplace including: • speaking too quickly or quietly • no visual clues • poor observation • poor communication style • intolerance • prejudice • inadequate language skills • not clarifying or asking questions • inappropriate body language • poor understanding of other cultures.

2.2 Address difficulties with the appropriate people and seek assistance from team leaders or others where required.


Team problem-solving activities including: • identifying problem • consider solutions • action • follow up. Conflict resolution procedures. Lines of communication with supervisors and peers within the workplace. How and when to seek assistance, including possible sources of assistance: • translating and interpreting service (TIS) • diplomatic services • local cultural or community organisations • government agencies • educational institutions • cultural networks • elders.

2.3 Consider possible cultural differences when difficulties or misunderstandings occur.

Learning experiences for the HSC must address: The importance of respecting cultural difference and adopting a sensitive approach when dealing with misunderstandings in the workplace.



Common causes of misunderstanding between different cultural groups including: • non-verbal behaviour, understanding and

interpretations • religion • customs, beliefs and values • dress and personal grooming • product/service preference • levels of formality • family obligations.

2.4 Make efforts to resolve misunderstandings, taking account of cultural considerations.

Learning experiences for the HSC must address: Strategies to deal with cross-cultural misunderstandings in the workplace including: • organisational

- staff training - utilising staff cultural skills - written communication and signs in different

languages - promoting cultural celebrations - flexibility - variety in communication methods - knowledge of location of cultural buildings

and support agencies • individual

- learn basic terms in another language - develop an understanding and tolerance of

cultural diversity - overcome prejudice and assumption - use non-verbal communication skills - actively seek to breakdown barriers - professionalism.

2.5 Refer issues and problems to the appropriate team leader/supervisor for follow-up.

Entertainment Curriculum Framework March 2004 THHGHSO3B Provide first aid 99

Training Package Hospitality (THH02)

Title: Provide first aid HSC Requirements

and Advice

Unit Code Unit Descriptor:

THHGHS03B This unit deals with the skills and knowledge required for the provision of essential first aid in recognising and responding to emergency using basic life support measures. The person providing first aid is not expected to deal with complex casualties or incidents, but to provide an initial response where first aid is required. It is assumed the person providing first aid is working under supervision and/or according to established workplace first aid policies and procedures. This unit aligns to the National Guidelines Standards for First Aid Unit A.

HSC Indicative Hours:

20

Essential Knowledge and

Skills to be Assessed Critical Aspects of

Assessment Context of Assessment and

Resource Implications Assessment Methods HSC Requirements and Advice

Assessment must ensure: • use of real first aid equipment • use of dummies.

Linkages with Other Units

The following skills and knowledge must be assessed as part of this unit: • basic anatomy and physiology • resuscitation • bleeding control • care of the unconscious • airway management • basic infection control principles and

procedures • legal requirements • duty of care • State and Territory regulatory

requirements relating to currency of skill and knowledge

• reporting requirements.

Look for: • ability to assess situations requiring

first aid and to decide on a plan of action including seeking help

• ability to apply established first aid principles including: - checking and maintaining the

casualty�s airway, breathing and circulation

- checking the site for danger to self, casualty and others and minimising the danger.

This unit underpins effective performance in the following unit:

• THHGHS11A Manage casualty in a remote and/or isolated area

Assessment methods must be chosen to ensure that application of accepted first aid techniques can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • practical demonstration of the use of

commonly-used equipment and first aid supplies

• explanation about management of a variety of common simulated injury situations

• questions to test knowledge of injury situations, types of injury and management of injury situations

• review of portfolios of evidence and third party reports of performance of first aid by the candidate.

Key Terms and Concepts • �000� • accident assessment • appropriate treatment • casualty • common law • CPR • DRABC • emergency services • emergency situation • first aid • first aid and emergency

equipment • incident report / record • injury • Occupational Health and

Safety Regulations 2001 (NSW)

• patient monitoring • personal hazard • physical hazard • principles of first aid

management • risk • seeking assistance • vital signs.



1. Assess the situation 1.1. Identify physical hazards and risks to personal and others� health and safety.

This unit applies to all tourism and hospitality sectors. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.

Learning experiences for the HSC must address: Basic awareness of hazard identification, risk

1.2 Minimise immediate risks to self and

casualty�s health and safety by controlling hazards in accordance with occupational health and safety requirements.

First aid treatment is that defined in Common Law as emergency assistance provided to a second party in the immediate absence of medical or paramedical care. Established first aid principles include: • checking and maintaining the casualty�s airway,

breathing and circulation • checking the site for danger to self, casualty and others

and minimising the danger. Physical and personal hazards may include: • workplace hazards such as fire, floods, violent persons • environmental hazards such as electrical faults, chemical

spills, fires, slippery surfaces, floods, wild animals, fumes,

• proximity of other people • hazards associated with the casualty management

processes. Risks may include: • worksite equipment, machinery and substances • bodily fluids • risk of further injury to the casualty • risks associated with the proximity of other workers and

bystanders.

assessment and first aid requirements under Occupational Health and Safety Regulations 2001 (NSW).

A basic understanding of • risk assessment

- identify hazards - assess risks - control risk

• risk control strategies - elimination - substitution - mitigation - isolation - engineering controls - administrative procedures - personal protective equipment.

Physical and personal hazards including: • workplace hazards � fire, pyrotechnics, machinery

and violent persons • environmental hazards � electrical faults, chemical

spills, fires, slippery surfaces, water damage and fumes

• proximity of other people • hazards associated with the casualty management

processes.

Risks including: • worksite equipment, machinery and substances • bodily fluids • risk of further injury to the casualty • risks associated with the proximity of other workers

and bystanders.

1.3 Assess the situation and decide on actions

required, promptly. First aid management will need to account for: • location and nature of the work environment • environmental conditions and situations, such as

electricity, biological risks, weather and terrain, motor vehicle accidents,

• the level of knowledge, skills, training and experience of the person administering first aid

• familiarity with particular injuries

Learning experiences for the HSC must address: Assessing the situation and deciding on actions to be required including: • established first aid principles

- DRABC � danger, response, airway, breathing and circulation

• general principles of first aid management including:



• legal issues that affect the provision of first aid in different industry sectors

• the characteristics of the site where the injury occurs • the nature of the injury and its cause • infection control procedures • availability of first aid equipment, medications and kits

or other suitable alternative aids • proximity and availability of trained paramedical and

medical/health professional assistance • the patient�s cardio-vascular condition as indicated by

vitals signs such as body temperature, pulse rate and breathing rates

• unresolved dangers such as fire, chemical contamination or fume toxicity of the area where the injury occurs.

- location and nature of the work environment - environmental conditions and situations �

electricity, biological risks, weather and terrain and motor vehicle accidents

- the level of knowledge, skills, training and experience of the person administering first aid

- familiarity with particular injuries - legal issues that affect the provision of first aid in

different industry sectors - the characteristics of the site where the injury

occurs - the nature of the injury and its cause - infection control procedures - availability of first aid equipment, medications

and kits or other suitable alternative aids - proximity and availability of trained paramedical

and medical/health professional assistance - the patient�s cardio-vascular condition as

indicated by vitals signs such as body temperature, pulse rate and breathing rates

- unresolved dangers such as fire, chemical contamination or fume toxicity of the area where the injury occurs.

1.4 Seek assistance from appropriate others, as required and at the appropriate time.

Appropriate others from whom assistance may be sought may include: • emergency services personnel • health professionals • colleagues • customers • passers by. Assistance may include, as appropriate to emergency situations: • maintaining site safety and minimising the risk of

further injury or injury to others • making the casualty comfortable and ensuring maximum

safety • assessment of injury situations • providing first aid including managing bleeding through

the application of tourniquets, pressure and dressings • giving CPR and mouth-to-mouth resuscitation • giving reassurance and comfort • raising the alarm with emergency services or health

professionals

Learning experiences for the HSC must address: Appropriate others from whom assistance may be sought including: • emergency services personnel • health professionals • colleagues • customers.

Knowledge of emergency contact numbers: • �000� � landline phones • �112� � mobile phones.

Assistance, as appropriate to emergency, including: • maintaining site safety and minimising the risk of

further injury or injury to others • making the casualty comfortable and ensuring

maximum safety • assessment of injury situations • providing first aid including managing bleeding

through the application of tourniquets, pressure and dressings



• removing debris. • giving CPR and mouth-to-mouth resuscitation • giving reassurance and comfort • raising the alarm with emergency services or health

professionals • removing debris.

2 Apply basic first aid techniques

2.1. Assess the casualty�s physical condition and visible vital signs.

Established first aid principles include: • checking and maintaining the casualty�s airway,

breathing and circulation • checking the site for danger to self, casualty and others

and minimising the danger.

Vital signs include: • breathing • circulation • consciousness.

2.2. Provide first aid to stabilise the patient�s

physical and mental condition in accordance with enterprise policy on provision of first aid and recognised first aid procedures.

Injuries may involve: • unconsciousness • confusion • tremors • rigidity • numbness • inability to move body parts • pain • delirium • external bleeding • internal bleeding • heat exhaustion • hypothermia • pre-existing illness. Injuries may include: • abdominal trauma • allergic reactions • bleeding • chemical contamination • choking • cold injuries • cardio-vascular failure • dislocations and fractures • drowning • poisoning and toxic substances • medical conditions including epilepsy, diabetes, asthma


Injuries involving: • unconsciousness • confusion • tremors • rigidity • numbness • inability to move body parts • pain • delirium • external bleeding • internal bleeding • heat exhaustion • hypothermia • pre-existing illness.

Injuries including: • abdominal trauma • allergic reactions • bleeding • chemical contamination • choking • cold injuries • cardio-vascular failure • dislocations and fractures • drowning • poisoning and toxic substances



• eye injuries • head injuries • minor skin injuries • neck and spinal injuries • needle stick injuries • puncture wounds and cuts • crush injuries • shock • smoke inhalation • sprains and strains • substance abuse • unconsciousness • infections • inhalation of toxic fumes and airborne dusts • bone and joint injuries • eye injuries • burns and scalds, thermal, chemical, friction and

electrical • bites or stings.

• medical conditions including epilepsy, diabetes, asthma

• eye injuries • head injuries • minor skin injuries • neck and spinal injuries • needle stick injuries • puncture wounds and cuts • crush injuries • shock • smoke inhalation • sprains and strains • substance abuse • unconsciousness • infections • inhalation of toxic fumes and airborne dusts • bone and joint injuries • eye injuries • burns and scalds, thermal, chemical, friction and

electrical • bites or stings.

2.3. Use available first aid equipment as

appropriate. First aid and emergency equipment may include: • first aid kit • pressure and other bandages • thermometers • eyewash • thermal blankets • pocket face masks • rubber gloves • dressings • flags and flares • fire extinguishers • communication equipment such as mobile phones,

satellite phone, radio

Learning experiences for the HSC must address: First aid and emergency equipment including: • first aid kit • pressure and other bandages • thermometers • eyewash • thermal blankets • pocket face masks • rubber gloves • dressings • fire extinguishers • communication equipment such as mobile phones.

3. Monitor the situation 3.1 Identify and notify back-up services appropriate to the situation.

Appropriate others from whom assistance may be sought may include: • emergency services personnel

Learning experiences for the HSC must address: Back-up services to be notified as appropriate to

3.2 Convey information about the patient�s

condition accurately and clearly to emergency services personnel or health professionals.

• health professionals • colleagues • customers • passers by.

situation including: • emergency services personnel • health professionals • colleagues.



4.1 Document emergency situations according to enterprise procedures.

Learning experiences for the HSC must address: Documentation for reporting and recording the incident including:

4. Prepare required documentation

4.2 Provide reports which are clear, accurate and within required time frames.

• accident report form • WorkCover incident form • first aid register.

Key Competencies in this Unit Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate

Key Competencies Level Examples

Collecting, Organising and Analysing Information

2 Responding to emergency situations requiring first aid interventions

Deciding on actions and interventions within safe parameters

Communicating Ideas and Information 2 Receiving, following and giving instructions to others

Communicating with emergency services personnel and health professionals

Planning and Organising Activities 2 Planning, organising and prioritising first aid activities

Working with Others and in Teams 2 Working co-operatively with emergency services personnel and health professionals

Clarifying what is required in specific situations

Using Mathematical Ideas and Techniques 1 Calculating dilution rates for antiseptics

Solving Problems 2 Dealing with immediate hazards

Assessing injuries

Using Technology 1 Taking temperature

Draft Entertainment Curriculum Framework March 2004 CUETGE05B Maintain physical production elements 105


Title Maintain physical production elements HSC Requirements

and Advice

Unit code

CUETGE05B

Unit Descriptor

This unit describes the skills and knowledge required to use basic maintenance skills to maintain the physical elements of any production, excluding the repair and maintenance of technical equipment, which requires specialist skills. This role may be undertaken by a range of technical production personnel, usually under the supervision of others.


20

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • typical cleaning, repair and maintenance requirements for sets, props and

scenic art • cleaning agents, equipment and techniques used to repair physical

elements, including any specialised cleaning requirements for items, e.g. scenic art cloths

• relevant legislative and/or organisational Occupational Health and Safety requirements, including safe manual handling

• types of documentation used to record maintenance and repair work • literacy skills sufficient to interpret and complete repair and maintenance

documentation, and to read labels • numeracy skills sufficient to calculate measurements of chemicals.

This unit has linkages to other technical construction and manufacturing units and combined assessment and/or training with those units may be appropriate.

It is strongly recommended that this unit be assessed with or after the following unit: • MEM18.1A B - Use hand

tools.

Assessment of this unit requires access to: • physical elements requiring

cleaning and maintenance.

Key Terms and Concepts • basic cleaning, repair and

maintenance requirements • cleaning agents • communication • documentation • hazardous materials • maintenance requests • materials and equipment • occupational health and safety

(OHS) • personal protective equipment (PPE) • physical production elements • props • scenic art • set elements • specialised cleaning requirements • storage of physical elements.



The assessment context must provide for: • practical demonstration of skills through the maintenance and repair of

multiple physical elements • completion of tasks within realistic workplace timeframes.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • direct observation of the candidate completing cleaning and

maintenance tasks • evaluation of items cleaned or repaired by the candidate in relation to

quality of workmanship and finish • oral or written questioning to assess knowledge of safety requirements

and techniques for cleaning particular types of production items • review of portfolios of evidence and third party workplace reports of


The following evidence is critical to the judgement of competence in this unit: • ability to use appropriate techniques to restore physical elements to

optimum condition • knowledge of typical cleaning and maintenance requirements for

various types of physical elements used in a production.



Collecting, organising and analysing information 1 Reading repair schedules.

Communicating ideas and information 1 Advising supervisor of repair problem.

Planning and organising activities 1 Prioritising a series of tasks.

Working with others and in teams 1 Working with team members on a maintenance task.


Solving problems 1 Identifying and reporting a safety issue.

Using technology 1 Using hand or power tools.



1 Clean physical elements

1.1 Complete regular and timely checks of physical elements to ensure items are in optimum condition and ready for use.


Physical elements may include: • set elements • props • scenic art.


A range of physical elements including: • set elements • props • scenic art.

Typical cleaning, repair and maintenance requirements for physical elements.

Understanding of correct procedures for checking physical elements to ensure they are ready for use in production.

Documentation used to record maintenance and repair work.

1.2 Identify dirty or damaged items requiring cleaning and those items which require replacement.

1.3 Select and use appropriate protective clothing where necessary.

Safety requirements may include: • legislation related to general workplace safety,

hazardous substances • organisational policies related to cleaning

operations and disposal of used chemicals.


Awareness of a range of personal protective equipment (PPE) and its purpose including: • footwear • head protection • gloves • overalls • apron • respirator • face mask • hearing protection • eye protection • sunscreen.

Importance of correct fitting PPE.

1.4 Clean physical elements using appropriate cleaning agents and equipment to return items to original condition in accordance with safety requirements.

Cleaning tasks may include: • removing stains from scenic elements • cleaning stage areas after performance • cleaning staging equipment.

Cleaning agents may include: • general and spot cleaning agents


Typical cleaning requirements prior to production including: • removal of stains from cloths • cleaning stage floor area • cleaning of stage equipment.



• cleaning agents for specialised surfaces • disinfectants.

A basic understanding of occupational health and safety (OHS) guidelines and regulations relating to cleaning agents, chemicals and equipment. Preparation of cleaning agents/chemicals: • recommended dose • calculating quantity required • dilution • reference to material safety data sheets (MSDS) • suitable storage and labelling item/container. A basic awareness of a range of cleaning agents/chemicals including: • general and spot cleaning agents • cleaning agents for specialised surfaces • disinfectants. Awareness of a range of cleaning techniques and appropriate equipment including: • wiping • washing • brushing • steaming • use of cleaning agents

- detergents - chemicals.

Health and safety procedures including: • use of PPE • manual handling • safe handling and storage of chemicals and

hazardous materials • hazard identification and control • adequate lighting and ventilation • reasonable care of the health and safety of others • provision of information, instruction and training • standard procedures and work practices.

1.5 Dispose of used chemicals in accordance with hygiene, safety and environmental legislation requirements.





A basic understanding of the environmental implications of the disposal of chemicals.



2 Perform maintenance and minor repairs

2.1 Complete minor repairs and maintenance on physical elements using appropriate techniques, materials and equipment.

Maintenance and repair tasks may include: • replacing hinges, nails, screws • touch up painting of scenic elements • repairing minor damage made during

performance.

Physical elements may include: • set elements • props • scenic art.


Typical maintenance and repair tasks including: • replacing hinges, nails, screws • touch up painting of scenic elements • repairing minor damage made during

performance. Awareness of the properties and use of a range of materials, tools and equipment.

2.2 Make repairs using safe work practices and in accordance with manufacturer specifications.





A basic understanding of OHS legislation and requirements.

2.3 Complete maintenance tasks in accordance with required schedules and priorities.

2.4 Store physical elements appropriately to minimise chances of damage in accordance with organisational procedures.


Issues relating to the storage of physical elements including: • security • climatic affects • OHS considerations • stability • damage • rodents • duration of storage. A basic knowledge of methods by which physical elements are catalogued and accessed during production.

2.5 Correctly identify tasks requiring specialist attention and refer to appropriate colleagues.


Importance of recognising which tasks require attention by a specialist technician.



3 Perform administrative tasks

3.1 Accurately interpret maintenance requests.

Maintenance and repair tasks may include: • replacing hinges, nails, screws • touch up painting of scenic elements • repairing minor damage made during

performance.


A range of documentation associated with the maintenance of physical production elements.

3.2 Clarify instructions with persons making a request when required.


Effective communication techniques in relation to listening: • active listening • barriers to effective listening Effective questioning techniques: • open questions • closed questions • reflective questions.

3.3 Complete work report forms or other documentation accurately and forward to appropriate colleagues.


The importance of recording information that is: • clear • legible • accurate • concise • contains appropriate use of industry terminology

and abbreviations.

Draft Entertainment Curriculum Framework March 2004 CUETGE15A Handle physical elements safely during bump in/bump out 111


Title Handle physical elements safely during bump in/bump out


Unit code

CUETGE15A

Unit Descriptor

This unit describes the skills and knowledge required to assemble, pack and load/unload physical elements under supervision for any production within the cultural industries. This unit is introductory in nature and focuses on safe manual handling and general knowledge of the bump in/bump out process and types of equipment. It does not include the specialised bump in/bump out procedures and knowledge required by technicians.


30

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • general knowledge of the bump in/bump out process for different types of

production, including typical procedures and processes and the roles and responsibilities of different personnel

• general knowledge of the typical physical elements used for different types of production

• typical locations for different physical elements within a production venue • safe manual handling techniques and the broader safety issues associated

with the movement of physical elements • relevant organisational and/or legislative Occupational Health and Safety

requirements • packing materials and techniques used for different types of equipment • techniques for loading and stowing equipment for safe transportation • the range of tools commonly required during the bump in/bump out process • literacy skills sufficient to read simple work instructions, equipment lists

and safety directions • numeracy skills sufficient to count/tally equipment and other physical

elements.

This unit has linkages to a range of other general and specialised technical units, and combined assessment and/or training with those units may be appropriate, for example: • MEM18.1A B - Use hand

tools.

Assessment of this unit requires access to: • a venue or location for bump

in/bump out • a range of equipment typically

used for a production • transportation into which

equipment can be loaded.

Key Terms and Concepts • appropriate personnel • assemble/dismantle physical

elements • bump in • bump out • check condition of physical elements • clear and clean work area • documentation • hazardous items • inspect load • install/position physical elements • inventory • loading/loading techniques and

procedures • occupational health and safety

(OHS) • packing materials and techniques • physical elements • reporting • safe manual handling • safe work practices



The assessment context must provide for: • practical demonstration of skills through the packing, loading and

positioning of physical elements required in a given production • involvement of and interaction with a team during the bump in/bump

out process.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • direct observation of the candidate packing, loading or unloading

equipment during a bump in/bump out • oral or written questioning to assess knowledge of equipment types and

features, safety issues • case studies or problem solving exercises to assess the candidate's

ability to respond to different operational situations and contexts • review of portfolios of evidence and third party workplace reports of

on-the job performance by the candidate.

The following evidence is critical to the judgement of competence in this unit: • knowledge of safe manual handling techniques for various types of

equipment • ability to move, pack and load equipment under instruction using safe

manual handling techniques.

• storage locations • tools • transportation.



Collecting, organising and analysing information 1 Reading work instructions.

Communicating ideas and information 1 Advising colleague of a safety issue.

Planning and organising activities 1 Packing a truck in logical order.

Working with others and in teams 1 Lifting items in teams.

Using mathematical ideas and techniques 1 Counting pieces of equipment.

Solving problems 1 Responding to a situation where equipment does not fit.

Using technology 1 Using lifting equipment.



1 Prepare physical elements for transportation

1.1 Assemble/dismantle physical elements in the correct order in accordance with instructions to ensure ease of packing, loading, unloading and installation.


Physical elements may include any equipment or materials commonly used for an entertainment production, for example: • sets • lighting equipment • audio equipment • props • scenic art • costumes.

Transportation may be required: • within a venue • between different venues • by road


General knowledge of the bump in/bump out process for different types of productions including: • typical procedures/techniques • roles and responsibilities of different personnel.

An understanding of correct procedures for assembling/dismantling physical elements without damage or injury.

Physical elements including: • sets • lighting equipment • audio equipment • props • scenic art • costumes.

1.2 Pack physical elements safely using appropriate techniques and materials to avoid damage during transportation.

• by rail • by air • by sea.

Packing/loading techniques may include: • use of restraints • particular ways of handling different

equipment • use of protective coverings.

Packing materials may include: • road cases • boxes • crates • wardrobe skips • tape • rope • straps • bubble wrap • tissue paper • labels • bush blankets.

Learning experiences for the HSC must address

Documentation including: • packing list • packing plan.

Awareness of a range of packing materials and techniques used for different physical elements including: • road cases • boxes • crates • wardrobe skips • tape • rope • straps • bubble wrap • tissue paper • labels • bush blankets.

Importance of: • secure packing • keeping an inventory • logical ordering of items to be packed • safe work practices.



An understanding of occupational health and safety (OHS) guidelines related to: • manual handling • lifting • loading/unloading.

1.3 Correctly identify, prepare and pack any tools required for bump in/bump out.


General features, use and operation of a range of tools commonly required during the bump in/bump out process including: • hammer • screwdrivers • pliers • shifting spanner • circular saw • electric drill • jig saw.

2 Load/unload physical elements

2.1 Load/unload physical elements in the required order taking care to avoid damage.


Packing/loading techniques may include: • use of restraints • particular ways of handling different


Loading/unloading procedures and techniques which maximise safety and minimise damage.

Appropriate equipment/accessories to assist loading/unloading including: • ramps • trolleys • straps • ropes • load bar • straps ratchet.

2.2 Use safe manual handling techniques throughout the loading/unloading process to avoid injury or damage.

equipment • use of protective coverings.


Selection of personal protective equipment (PPE) appropriate to work task.

2.3 Install or position physical elements in appropriate work or storage area in accordance with directions.

Appropriate personnel may include: • supervisors/managers • technical staff • event/production managers • stage managers.


Typical locations for different physical elements within a live production venue.



2.4 Identify any hazardous items and load these in a manner which minimises health and safety risk.


An awareness of enterprise/organisation loading procedures for hazardous items including: • large bulky equipment • fireworks • chemicals.

2.5 Inspect load prior to transportation to ensure that all items are loaded appropriately, and make adjustments as required.

Transportation may be required: • within a venue • between different venues • by road • by rail • by air • by sea.

2.6 Clear and clean work areas in accordance with organisational procedures.


Enterprise/organisation procedures/practices for: • disposal of waste • cleaning • handling hazardous materials.

3 Check condition of physical elements

3.1 Check the condition of physical elements to ensure that no damage has occurred during bump-in/bump-out.


3.2 Identify any repairs required and report to the appropriate personnel for action, using correct documentation as required.

Appropriate personnel may include: • supervisors/managers • technical staff • event/production managers • stage managers.


Understanding of lines of reporting and communicating with supervisor within the enterprise/organisation. Reporting including: • formal/informal • verbal/written.



Awareness of the main role and responsibility of appropriate personnel including: • supervisors/managers • technical staff • event/production managers • stage managers. Documentation methods for: • use and performance of equipment • operational faults and malfunctions • completed maintenance • repairing tasks and outcomes. The importance of recording information that is: • clear • legible • accurate • concise • contains appropriate use of industry terminology

and abbreviations.

Draft Entertainment Curriculum Framework March 2004 CURBRD01A Communicate using a two-way system 117


Title Communicate using a two way system HSC Requirements

and Advice

Unit code

CUFBRD01A

Unit Descriptor

This unit describes the skills and knowledge required to effectively communicate using two way communication devices on any production within the cultural industries.


5

Evidence Guide


and Advice

Assessment must include evidence of essential knowledge of, and skills in, the following areas: • familiarity with specific two way communications equipment in use • ability to check equipment is working to specifications • interpretation of specifications for equipment • sources of advice, information, and technical support • basic maintenance of equipment, eg cleaning • oral communication techniques and skills • correct terminology which is relevant to the situation • international radio call signs, alpha, bravo etc • vocal tone and volume control.

This unit underpins effective performance in a range of film, television and radio production and broadcasting skills, and combined training delivery and/or assessment is recommended.

Assessment requires access to a range of two way communications equipment listed in the range of variables statement, currently used by the cultural industries.

Key Terms and Concepts • communication • faults and defects • international radio call signs • maintenance • power sources • terminology • two-way communication equipment • vocal tone and volume



Assessment may take place on the job, off the job or a mix of both of these.

Off the job assessment must be undertaken in a closely simulated workplace environment.

Assessment methods must include observation of performance during a practical demonstration. Direct observation may need to occur on more than one occasion to establish consistency of performance. A range of methods to assess the application of essential underpinning knowledge must support this and might include: • work samples or simulated workplace activities • oral questioning/interview • projects/reports/logbooks • third party reports and authenticated prior achievements • portfolios of evidence.

The following evidence is critical to the judgement of competence in this unit: • the correct use of equipment • clarity of oral communication.



Key competencies Level

Collecting, organising and analysing information 1

Communicating ideas and information 2

Planning and organising activities -

Working with others and in teams 2

Using mathematical ideas and techniques -

Solving problems -

Using technology 1



1 Maintain and adjust communication equipment

1.1 Ensure that all talk back communication equipment is available at correct location for use

Two way equipment may include: • headsets • open speaker • intercom • table mounted microphones • microphone attached to headset.

Relevant personnel may include: • supervisor • head of department • technical director • other technical staff • other specialist staff • floor manager • station manager • transmission operators • presentation operators • tape library personnel • tape operators • master control • news editor • producer


Awareness of the general features and purpose of two-way equipment including: • headsets • open speaker • intercom • table mounted microphones • microphone attached to headset. • two-way radio. Selection and use of equipment appropriate to event location including: • outdoor venues • large stage • small stage • studio • auditorium • remote locations • back stage • front of house.

1.2 Clean and undertake any required maintenance on the equipment and ensure that it is operational

• editor • tape editor.


Cleaning and maintenance of equipment including • knowledge of specifications of equipment • manufacturer�s guidelines • enterprise/organisation procedures • occupational health and safety (OHS)

requirements • sources of advice, information and technical

support.

1.3 Recognise faults and defects and take appropriate remedial action


Faults and defects including: • damaged/broken • not functioning correctly • missing parts.



1.4 Ensure power supply is appropriate and available and that any battery powered equipment is charged in advance of use


Identification of appropriate power sources for equipment including: • batteries • 240 volts • generators.

Location of appropriate power sources at venues.

An understanding of the importance of having back-up/alternate power supplies.

1.5 Adjust equipment to personal requirements to ensure incoming communications can be heard


Working knowledge of a range of two-way communication systems.

1.6 Adjust microphone to ensure that outgoing communications are clearly transmitted

1.7 Ensure that equipment can be used comfortably

2 Respond to incoming communications

2.1 Answer communications promptly, clearly and politely in accordance with enterprise procedures and standards


Protocols for communication with a range of personnel.

Effective and appropriate communication including: • identification of self and caller • answer call promptly • clear annunciation • polite/courteous manner • appropriate language/terminology.

2.2 Establish the purpose of the communication and repeat details to the caller to confirm understanding


Knowledge of the elements of the communication process/cycle: • sender • receiver • message • feedback.



Effective communication skills including: • active listening • audible tone • clear voice.

2.3 Provide appropriate response to the caller, respond to request for action and confirm that it has been actioned


Industry standards for workplace interaction with personnel including: • courtesy • discretion • confidentiality • structured follow up procedures.

2.4 Advise caller if there will be any delay in responding and request the caller to stand-by for further communication

3 Make outgoing communication

3.1 Obtain and select correct communication address

3.2 Establish purpose for communication prior to contacting the other party


Awareness of the possible consequences of inappropriate/unnecessary use of two-way communication systems.

3.3 Use equipment correctly to establish contact

3.4 Clearly communicate the intended message and request confirmation that message has been understood and necessary action has been taken


Enterprise/organisation procedures/techniques for communication over a two-way system including: • clear speech • audible volume • appropriate language and terminology • questioning techniques • feedback.



4 Use appropriate language, tone and volume

4.1 Speak at a volume and tone which allows other party to clearly hear the message


The importance of oral communication techniques involving two-way system equipment and devices. Awareness of barriers to effective communication.

4.2 Ensure that other people are not disturbed by volume of communications

4.3 Use language that will be understood by the other party


Use of correct terminology that is relevant to the situation. Knowledge of international call signs including: • phonetic alphabet • 24 hour time.

Draft Entertainment Curriculum Framework March 2004 MEM5.1AA Manual soldering-desoldering � electrical-electronic components 123

Training Package Metal and Engineering (MEM98)

Title Manual soldering/desoldering - electrical/electronic components


Unit code

MEM5.1AA Unit Weight

4 Field Fabrication

Band Specialisation band A


20

Evidence Guide HSC Requirements

and Advice

Assessment context This unit may be assessed on the job, off the job, or a combination of on and off the job. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate.

Key Terms and Concepts • align, clamp and mount • cleaning

Assessment conditions

The candidate will be provided with: • all tools, equipment, material and documentation required.

The candidate will be permitted to refer to the following documents: • any relevant workplace procedures. • any relevant product and manufacturing specifications.

The candidate will be required to: • orally, or by other methods of communication, answer questions put by the assessor. • identify colleagues who can be approached for the collection of competency evidence where appropriate. • present evidence of credit for any off-job training related to this unit.

Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge.

• communication • component protection procedures • desoldering • fluxes • general features, purpose and

application of tools and equipment • inspection procedures • jointed/joints • materials handling • minimise damage • occupational health and safety

(OHS) • physical handling and stress relief

methods

Critical aspects This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with manual soldering and desoldering or other competencies requiring the exercise of the skills and knowledge covered by this unit.

• preparation requirements • recording and reporting • safe and efficient work environment • safe work practices • solder



and Advice

Special notes

During assessment, the individual will: • demonstrate safe working practices at all times; • communicate information about processes, events or tasks being undertaken to ensure a safe and efficient

working environment; • take responsibility for the quality of their own work; • plan tasks in all situations and review task requirements as appropriate; • perform all tasks in accordance with standard operating procedures; • perform all tasks to specifications; • use accepted engineering techniques, practices, processes and workplace procedures.

Tasks involved will be completed within reasonable timeframes relating to typical workplace activities.

• soldering • soldering techniques • specifications • standard operating procedures.

Range Statement This unit covers manual soldering/desoldering for the installation and fabrication of electrical/electronic components. Work undertaken in a production or maintenance environment using predetermined standards of quality, safety and work procedures. Component protection procedures are predetermined. Correct and appropriate soldering tools and equipment may include all types of soldering irons, cutters, brushes, files, soldering tips, solder syringes, holding devices etc. Correct and appropriate materials may include solder (solid resin cord and paste), flux (resin or powder) etc. All materials and procedures specified via job instructions. Inspections carried out using visual, mechanical or electric techniques with pre-setup equipment. All work undertaken to legislative and regulatory requirements. Depending on the actual soldering job, hand and power tools and measuring skills may be required. These are covered by other units such as Unit 18.1A (Use hand tools), Unit 18.2A (Use power tools/hand held operations) and Measurement units. Handling refers to methods of physical handling and stress relief methods of preventing damage caused by electrostatic discharge. This may include wrist straps and anti-static work areas and practices. This unit does not include skills in silver soldering or brazing skills. These skills are covered in Unit 5.6A (Perform brazing and/or silver soldering). Where soldering and desoldering is limited to the straightforward termination, disconnection or reconnection of electrical wiring then see Unit 10.2A (Terminate and connect electrical wiring). Advanced specification and high reliability soldering associated with the installation of electrical/electronic components, in areas where reliability of connections is critical, is covered by Unit 5.2A (High reliability soldering and desoldering).


Assessor Guide

Element Performance Criteria To observe that To confirm that


1 Prepare materials for soldering

1.1 Materials preparation instructions understood and followed.

Materials are prepared for soldering in accordance with instructions and work site procedures.

The preparation requirements of materials prior to soldering can be identified.

The consequences of incorrect material preparation prior to soldering can be given

Learning experiences for the HSC must address: Knowledge of soldering equipment required for the installation, maintenance and fabrication of electrical/electronic components and cabling which may be used to support a production in the entertainment industry. Awareness of occupational health and safety (OHS) issues in relation to soldering and desoldering. Documentation outlining job instructions and processes including: • job sheet/specifications • standard operating procedures • production plan.

1.2 Materials prepared using correct soldering tools, equipment, materials and procedures

Appropriate tools are used in the preparation of materials for soldering in accordance with work site procedures.

The correct application of a range of soldering tools and equipment can be given.

The applications of different solders and fluxes with respect to the materials to be soldered can be identified.


Preparation requirements for materials prior to soldering. General features, purpose and correct use of a range of tools and equipment including: • soldering irons • cutters • brushes • files • soldering tips • solder syringes • holding devices. Application of different solders and fluxes with respect to materials to be soldered including: • solders including

- solid - resin cord - paste

• fluxes including - resin - powder.


Assessor Guide Element Performance Criteria

To observe that To confirm that HSC Requirements and Advice

1.3 Materials prepared to

specifications using instruction or standard operating procedures.

The materials to be soldered are prepared to specification and in accordance with work site procedures.

The material preparation requirements can be identified.

Learning experiences for the HSC must address: An understanding of terminology found in material specifications and operating procedures.

2 Solder materials

2.1 Correct soldering techniques, procedures, materials and soldering tools selected.

An appropriate soldering technique is selected in accordance with work site procedures.

The correct tools and materials are selected in accordance with work site procedures.

Examples of alternative soldering techniques and their application can be given.

Learning experiences for the HSC must address: A range of soldering techniques for a variety of materials and work tasks in the entertainment industry.

Awareness of physical handling and stress relief methods for preventing damage caused by electrostatic discharge, including use of: • wrist straps • antistatic work areas • antistatic work practices.

2.2 Materials to be jointed,

mounted, shaped to specification using standard operating procedures.

Where appropriate, materials to be jointed are aligned, clamped and mounted as necessary prior to soldering, in accordance with work site procedures.

The required relationship between the parts to be joined can be identified.

Learning experiences for the HSC must address: Techniques to align, clamp and mount materials to be joined.

2.3 Solder applied using correct and appropriate techniques.

An appropriate soldering technique is used to apply solder to the materials to be jointed, in accordance with work site procedures.

Learning experiences for the HSC must address: Knowledge of: • consequences of incorrect material preparation

and technique • safe soldering technique • how to apply different solders and fluxes • safety precautions • adequate ventilation • component protection procedures.

Awareness of legislative/regulatory requirements for work undertaken.

2.4 Where appropriate,

excess material removed using correct and appropriate tools and techniques.

Where appropriate, excess solder is removed in accordance with work site procedures.

Methods of solder removal and their application can be identified.

Learning experiences for the HSC must address: Knowledge of solder removal techniques and their application.

Tools and techniques for cleaning solder from materials/devices.




2.5 Procedures for the protection of components observed according to standard operating procedure.

Work site procedures for the protection of components are followed.

Component protection procedures can be described.

3 Inspect solder joints

3.1 Inspection procedure undertaken to standard operating procedures.

Work site inspection procedures are followed.

The inspection procedures for soldered joints can be identified.


Importance of: • taking responsibility for the quality of own work • using accepted engineering techniques, practices,

processes and workshop procedures.

Standard operating procedures for inspection of soldered joints using visual, mechanical or electric techniques with pre-set equipment.

Identification of correct and incorrect: • soldering procedures • soldered work.

3.2 Inspection results reported/recorded to standard operating procedures as required.

Inspection results are recorded/reported in accordance with work site procedures.

The information to be recorded and the frequency of recording can be identified


Recording and reporting: • informal/formal • verbal/written.

4 Undertake desoldering

4.1 Correct and appropriate techniques, procedures, desoldering tools and equipment selected.

Appropriate desoldering tools and equipment are selected in accordance with work site procedures.

Desoldering techniques and procedures can be identified.

The applications of different desoldering techniques/ procedures can be given.


A range of desoldering techniques for a variety of materials and work tasks in the entertainment industry.

4.2 Materials/components de-soldered using correct procedure minimising damage to materials, components.

Materials/components are de-soldered in accordance with work site procedures.

Damage to materials/ components is minimised through the application of appropriate work site procedures.

Methods of minimising damage to materials/components can be identified.


Standard operating procedures to minimise damage to materials and components.




4.3 Material/device removed and cleaned to specifications using standard operating procedures.

The material/device is removed and cleaned in accordance with work site procedures.

the methods of cleaning solder from materials/devices can be identified.

The applications of different cleaning methods can be given


Equipment and techniques needed to clean components/materials/devices.

Awareness of safe work practices when cleaning.

Draft Entertainment Curriculum Framework March 2004 MEM18.1AB Use hand tools 129


Title Use hand tools HSC Requirements

and Advice

Unit code

MEM18.1AB Unit Weight

2 Field Maintenance & diagnostics



20


and Advice

Assessment context This unit may be assessed on the job, off the job, or a combination of both on and off the job. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate.

Key Terms and Concepts

• faults • hand tool applications


The candidate will have access to: • all tools, equipment, materials and documentation required.

The candidate will be permitted to refer to the following documents: • any relevant workplace procedures. • any relevant product and manufacturing specifications. • any relevant codes, standards, manuals and reference materials.



• hand tools • hazards • maintenance • manufacturers standards • occupational health and safety

(OHS) • personal protective equipment (PPE) • reporting and recording • safety procedures • safe work practices • standard operating procedures (SOP) • storage • safe work practices.

Critical aspects This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with the use of hand tools or other units requiring the exercise of the skills and knowledge covered by this unit. Competency in this unit cannot be claimed until all prerequisites have been satisfied.



and Advice

Special notes

During assessment the individual will: • demonstrate safe working practices at all times; • communicate information about processes, events or tasks being undertaken to ensure a safe and efficient

working environment; • take responsibility for the quality of their own work; • plan tasks in all situations and review task requirements as appropriate; • perform all tasks in accordance with standard operating procedures; • perform all tasks to specification; • use accepted engineering techniques, practices, processes and workplace procedures.

Tasks involved will be completed within reasonable timeframes relating to typical workplace activities

Range Statement Work undertaken autonomously or in a team environment using predetermined standards of quality, safety and workshop procedures involving the use of various hand tools, including but not limited to hacksaws, hammers, punches, screwdrivers, sockets, wrenches, scrapers, chisels, gouges, wood planes and files of all cross-sectional shapes and types. Applications may include hand tools used for adjusting, dismantling, assembling and finishing of items or components and the finishing, cutting, scraping of metallic and non-metallic material to size and shape. This includes simple tapping and threading. Routine maintenance tasks may include cleaning, lubricating, tightening, simple tool repairs, hand sharpening and adjustments using engineering principles, tools, equipment and procedures. This unit should not be selected if the hand tool is dedicated to a single operation or machine and if only a machine specific/customised tool is used. For using power tools used for hand held operations see Unit 18.2A (Use power tools/hand held operations).




1 Use hand tools

1.1 Appropriate hand tools selected according to the task requirements.

The appropriate hand tools are selected in accordance with the task requirements.

The task(s) to be performed can be identified.

The appropriate hand tools for the task(s) to be performed can be selected from a range of hand tools provided.

The reasons for selecting the chosen hand tools can be explained.


An awareness of the function of hand tools including: • name • characteristics • purpose.

1.2 Hand tools used to produce desired outcomes to job specifications that may include finish, tension, size or shape.

The appropriate hand tools are used to produce the desired outcomes to job specifications.

The outcomes to be achieved by the use of hand tools can be identified.

The job specifications to be achieved by the use of hand tools can be identified.


Knowledge of the use of hand tools in: • staging • scenery • props • costumes. Points to consider for selection and use of hand tools for specific applications including: • adjustment • manufacture • assembly • finishing • repair • dismantling of components.

1.3 All safety requirements are adhered to before, during and after use.

All safety procedures are followed at all times and appropriate personal protective clothing and safety equipment are used.

The safety procedures to be followed before, during and after the use of hand tools can be identified.

The personal protective clothing and safety equipment to be used when using hand tools can be identified.


A basic understanding of occupational health and safety (OHS) legislation. Awareness of a range of personal protective equipment (PPE) including: • footwear • head protection • gloves • protective clothing • respirator




• face mask • hearing protection • eye protection Awareness of potential hazards including: • physical • biological • ergonomic • environmental • psychological. Safe work practices for using tools and equipment including: • following standard operating procedures (SOP)

before, during and after use • hazard and risk control • correct manual handling • handling, application and storage of hazardous

substances • appropriate use of PPE • regular servicing and maintenance of tools and

equipment • selection of appropriate tool for use.

1.4 Unsafe or faulty tools identified and marked for repair according to designated procedures before, during and after use.

Where appropriate, unsafe or faulty tools identified before, during or after use are marked for repair in accordance with standard operating procedures.

Common faults and/or defects in hand tools can be identified.

The procedures for marking unsafe or faulty tools for repair can be given.


Identification of faulty tools and equipment including: • malfunctions • broken or missing components including safety

guards • unusual noise • unusual vibrations • unusual smells • damage to job.

1.5 Routine maintenance of tools, including hand sharpening undertaken according to standard

Where appropriate, hand tools are maintained/sharpened using appropriate techniques in accordance with standard

The routine maintenance requirements of a range of hand tools can be identified. The procedures for maintaining/


Awareness of routine maintenance requirements including:




operational procedures, principles and techniques.

operating procedures. sharpening a range of hand tools can be identified.

The techniques to be used in maintaining/sharpening a range of hand tools can be identified.

• lubrication • safety checks • cleaning and decontamination • tightening and adjustment • replacement of consumable components • repair/replacement of worn, malfunctioning or

damaged components/parts • sharpening. Maintenance records including: • manual • electronic.

1.6 Hand tools are stored safely in appropriate location according to standard operational procedures and manufacturer's recommendations.

All hand tools are safely stored in the appropriate location in accordance with manufacturer's/standard operating procedures.

The storage location of a range of hand tools can be identified.

The procedures for storing a range of hand tools can be identified.


Issues relating to the storage of hand tools and equipment including: • security • climatic affects • OHS considerations • stability • break down of plastics by sunlight • perishing of rubber components • build up of waste materials/by-products • rodents • rust and corrosion • seizing of moving parts. Knowledge of methods by which hand tools are catalogued and accessed during production.

b

Draft Entertainment Curriculum Framework March 2004 MEM18.2AA Use power tools-hand held operations 134


Title Use power tools/hand held operations HSC Requirements

and Advice

Unit code

MEM18.2AA Unit Weight

2 Field Maintenance & diagnostics



20


and Advice

Assessment context This unit may be assessed on the job, off the job, or a combination of both on and off the job. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate.

Key Terms and Concepts

• alignment, adjustment and clamping • electrical supplies


The candidate will have access to: • all tools, equipment, materials and documentation required.

The candidate will be permitted to refer to the following documents: • any relevant workplace procedures. • any relevant product and manufacturing specifications. • any relevant codes, standards, manuals and reference materials.



• faults • hazards • maintenance • manufacturers specifications • occupational health and safety

(OHS) • OHS legislation • operational maintenance • personal protective equipment (PPE) • power tool applications • power tools • reporting and recording • safe work practices • safety procedures • standard operating procedures (SOP)

Critical aspects This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with the use of power tools in hand held operations or other units requiring the exercise of the skills and knowledge covered by this unit. Competency in this unit cannot be claimed until all prerequisites have been satisfied.

• storage.



and Advice

Special notes

During assessment the individual will: • demonstrate safe working practices at all times; • communicate information about processes, events or tasks being undertaken to ensure a safe and efficient

working environment; • take responsibility for the quality of their own work; • plan tasks in all situations and review task requirements as appropriate; • perform all tasks in accordance with standard operating procedures; • perform all tasks to specification; • use accepted engineering techniques, practices, processes and workplace procedures.

Tasks involved will be completed within reasonable timeframes relating to typical workplace activities.

Range Statement Work undertaken autonomously or in a team environment using predetermined standards of quality, safety and workshop procedures involving the use of various power tools, including but not limited to electric or pneumatic drills, grinders, jigsaws, nibblers, cutting saws, sanders, planers, routers, pedestal drills and pedestal grinders. Applications may extend to loosening and fastening of items or components and the finishing, cutting, grinding of metallic and non-metallic materials and/or tool bits to size and shape. Routine maintenance tasks may include cleaning, lubricating, tightening, simple tool repairs and adjustments using engineering principles, tools, equipment and procedures to statutory and regulatory requirements. This unit should not be selected if the power tools used are dedicated to an operation or machine, ie. nutrunner, air drill, power driver etc. For using hand tools see Unit 18.1A (Use hand tools).




1 Use power tools

1.1 Appropriate power tools selected according to the task requirements.

The appropriate power tools are selected in accordance with the task requirements.

The task(s) to be performed can be identified.

The appropriate power tools for the task(s) to be performed can be selected from a range of power tools provided.

The reasons for selecting the chosen power tools can be explained.


Awareness of the function and use of a range of power tools including: • name • characteristics • purpose.

1.2 Power tools used following a determined sequence of operations which may include clamping, alignment and adjustment to produce desired outcomes to job specifications which may include finish, size or shape.

The appropriate power tools are used to produce the desired outcomes to job specifications.

Where appropriate, work piece is clamped in accordance with standard operating procedures.

Where appropriate, the power tool is aligned and adjusted to achieve the desired outcome.

The outcomes to be achieved by the use of power tools can be identified

The job specifications to be achieved by the use of power tools can be identified.

The need to secure work pieces when using power tools can be explained

A range of clamping/securing devices and their application can be identified.

The adjustments that can be made to a range of power tools can be identified.

The tools and procedures to be used in adjusting a range of power tools can be identified.

The need to align power tools to achieve the required outcomes can be identified.


Knowledge of the use of power tools in: • staging • scenery • props • costumes. Understanding of considerations for selection and use of power tools for specific applications including: • adjustment • manufacture • assembly • finishing • cutting and grinding • loosening and fastening of components • repair • dismantling of components. Understanding of the importance of securing work pieces when using power tools. Standard operating procedures (SOP) including: • alignment • adjustment • clamping • start up and shut down.




1.3 All safety requirements are adhered to before, during and after use.

All safety procedures are followed at all times and appropriate personal protective clothing and safety equipment are used.

The safety procedures to be followed before, during and after the use of power tools can be identified.

The personal protective clothing and safety equipment to be used when using power tools can be identified.


A basic understanding of occupational health and safety (OHS) legislation . Awareness of a range of personal protective equipment (PPE) including: • footwear • head protection • gloves • protective clothing • respirator • face mask • hearing protection • eye protection. Importance of correct fitting PPE. Awareness of potential hazards including: • physical • biological • ergonomic • environmental • psychological. Awareness of the importance of safe work practices including: • following standard operating procedures (SOP)

and manufacturer�s specifications before, during and after use

• hazard and risk control • correct manual handling • handling, application and storage of hazardous

substances • appropriate use of PPE • regular servicing and maintenance of tools and

equipment • selection of appropriate tool for use • working with electricity • adequate ventilation • attaching appropriate safety guards where

required.




1.4 Unsafe or faulty tools identified and marked for repair according to designated procedures before, during and after use.

Where appropriate, unsafe or faulty tools identified before, during or after use are marked for repair in accordance with standard operating procedures.

Common faults and/or defects in power tools can be identified.

The procedures for marking unsafe or faulty tools for repair can be given.


Identification of faulty tools and equipment including: • malfunctions • broken or missing components including safety

guards • unusual noise • unusual vibrations • unusual smells • damage to job.

1.5 Operational maintenance of tools, including hand sharpening, undertaken according to standard workplace procedures, principles and techniques.

Where appropriate, power tools are maintained/sharpened using appropriate techniques in accordance with standard operating procedures.

The operational maintenance requirements of a range of power tools can be identified.

The procedures for maintaining/sharpening a range of power tools can be identified.

The techniques to be used in maintaining/sharpening a range of power tools can be identified.


Awareness of the purpose of routine operational maintenance of power tools including: • lubrication • safety checks • cleaning and decontamination • tightening and adjustment • replacement of consumable components • repair/replacement of worn, malfunctioning or

damaged components/parts • sharpening.

1.6 Power tools stored safely in appropriate location according to standard workshop procedure and manufacturer's recommendations.

All power tools are safely stored in the appropriate location in accordance with manufacturer's/ standard operating procedures.

The storage location of a range of power tools can be identified.

The procedures for storing a range of power tools can be identified.


Issues relating to the storage of hand tools and equipment including: • security • climatic affects • OHS considerations • stability • breakdown of plastics by sunlight • perishing of rubber components • build up of waste materials/by-products • rodents • rust and corrosion • seizing of moving parts.

Knowledge of methods by which hand tools are catalogued and accessed during production.

Draft Entertainment Curriculum Framework March 2004 CUECOS02B Apply art finishing 139


Title Apply art finishing HSC Requirements

and Advice

Unit code

CUECOS02B

Unit Descriptor

This unit describes the skills and knowledge required to interpret designs, production schedules and specifications, and to apply art finishing to items used within any production within the cultural industries. It is therefore relevant to people working in the areas of costume, props, set and scenic art manufacture.


20

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • typical production requirements for art finishing, including the range of

items for which art finishing may be required • the effects of art finishing on various materials and fabrics in a performance

context • safety issues associated with different art finishing techniques • sources of supply for art finishing materials and products • common art finishing products, their accessibility and cost.

This unit has linkages to a range of costume, props and set manufacturing units and combined assessment and/or training with those units is recommended, for example: • CUECOS10A - Make period

costumes • CUECOS11A - Make

character costumes.

Assessment of this unit requires access to: • items required for relevant art

finishing methods as specified in the Range Statement

• raw materials/finished items for the application of art finishing.

Key Terms and Concepts • art finishing • art finishing methods • art finishing requirements • communication • design plans and specifications • disposal of waste • effects of art finishing • environmentally friendly work

practices • finished items • materials • production requirements • productions schedules • raw materials • relevant/appropriate colleagues • safety issues • sources of supply • tools.



The assessment context must provide for: • practical demonstration of skills through the application of multiple art

finishing methods to a range of production items.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • direct observation of the candidate using various art finishing

techniques • evaluation of items on which the candidate has completed art finishing,

eg appropriateness of method, quality of finish • oral or written questioning to assess knowledge of art finishing

techniques and materials • portfolios of evidence and third party workplace reports of on-the-job

performance by the candidate.


The following evidence is critical to the judgement of competence in this unit: • ability to apply a range of finishing methods to items to meet

production requirements • knowledge of the scope of art finishing methods and their application

in a performance context • safe use of tools and materials.




Collecting, organising and analysing information 2 Determining art finishing requirements from production documentation.

Communicating ideas and information 1 Advising colleagues of art finishing options.

Planning and organising activities 2 Sourcing and organising materials.

Working with others and in teams 1 Consulting with colleagues.

Using mathematical ideas and techniques 1 Calculating quantities of materials required.

Solving problems 2 Selecting an appropriate finish for a particularly demanding performance situation.




1 Determine art finishing requirements

1.1 Interpret design into practical plans for art finishing in accordance with production requirements.


Art finishing may be applied to: • costumes • millinery • costume accessories • props • furniture • sets.

Production requirements to be considered in the planning and application of art finishing may include: • budget constraints • time constraints • number of times the item is to be used • how the item is to be used • who the item is to be used by • storage and transport constraints • safety issues • level of ongoing maintenance required • potential for production charges that may

impact.


Awareness of production requirements to be considered in the planning and application of art finishing including: • constraints

- budget - time

• number of times the item is to be used • how the item is to be used • storage and transportation • safety issues • level of ongoing maintenance required.

Awareness of a range of items used within productions for which art finishing may be required: • costumes • millinery • costume accessories • props • furniture • sets.

Determining art finishing requirements from industry/enterprise documentation including: • design plans • production schedule • design specifications.

1.2 Liaise with appropriate colleagues to ensure construction meets with design specifications and any amendments to design are approved before work proceeds.

Relevant colleagues may include: • designers • technical and production staff • performers.


Relationships between art finishing and other technical and performance areas including: • costumes • props • sets • staging • performers.

1.3 Establish art finishing requirements as required following consultation on design specifications.



1.4 Select appropriate methods of art finishing through experimentation and testing of techniques.

Art finishing methods may include: • breaking down • ageing • dyeing • stencilling • screen printing • painting • appliqué • quilting • beading • modern/antique pleating • applying accessories to finished items • hand/machine embroidery.


General knowledge of the characteristics, use and processes for a range of art finishing methods including: • breaking down • ageing • dyeing • stencilling • screen printing • painting • appliqué • quilting • beading • modern/antique pleating • applying accessories to finished items • hand/machine embroidery. A basic awareness of the effects of art finishing on various materials and fabrics in a performance context. Safety issues associated with different art finishing techniques, tools and materials.

1.5 Select and source materials in accordance with production requirements.

Materials may include: • fabrics • leather • vinyl • plastics • foam • latex • found objects • paper/cardboard • straw • metal • electronics.


Awareness of a range of materials and their properties used within productions including: • fabrics • leather • vinyl • plastics • foam • latex • found objects • paper/cardboard • straw • metal • electronics. An understanding of how to source suppliers for art finishing materials and products.



2 Apply art finishing methods to materials

2.1 Select and prepare appropriate tools and materials for the chosen art finishing method.

Art finishing methods may include: • breaking down • ageing • dyeing

2.2 Use tools and materials safely during the art finishing process correctly.

• stencilling • screen printing • painting • appliqué

2.3 Use and dispose of tools and materials in an environmentally responsible manner.

• quilting • beading • modern/antique pleating • applying accessories to finished items


Environmentally friendly work practices.

2.4 Use art finishing techniques on raw materials and finished items in accordance with production/performer requirements.

• hand/machine embroidery.

Materials may include: • fabrics • leather • vinyl • plastics • foam • latex • found objects • paper/cardboard • straw • metal • electronics.

Environmentally responsible use of materials and tools may include consideration of: • noise and odour impacts on others • appropriate disposal of waste • special disposal techniques for certain

products • minimising use of environmentally damaging

products.

Production requirements to be considered in the planning and application of art finishing may include: • budget constraints • time constraints • number of times the item is to be used • how the item is to be used • who the item is to be used by



• storage and transport constraints • safety issues • level of ongoing maintenance required • potential for production charges that may

impact.

2.5 Promptly identify any problems with art finishing and take appropriate action to address these, including discussions with relevant colleagues.

Relevant colleagues may include: • designers • technical and production staff • performers.


Realistic solutions to a range of common problems.

Draft Entertainment Curriculum Framework March 2004 CUECOS09A Develop and apply knowledge of costume 145


Title Develop and apply knowledge of costume HSC Requirements

and Advice

Unit code

CUECOS09A

Unit Descriptor

This unit describes the skills and knowledge required to research information about the overall history of costume, different costume trends and the role of the costume design and production process within the cultural industries. As such this unit includes an overall knowledge of costume development and underpins all other costume units.


25

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • the role of costume within an overall production • history of costume development within the performing arts, both within

Australia and overseas • the roles and responsibilities of different people in the costume design and

production process and the differences between workplaces • the interrelationships between costume personnel and others involved in a

production • the differences between everyday garment construction and costume

construction process • general research skills sufficient to source and analyse information on

costume • sources of information on costume history and evolution.

This unit underpins and has linkage to all other costume units.

Assessment of this unit requires access to: • sources of information on

costume history and evolution.

Key Terms and Concepts • costume components • costume construction process • costume design • costume history and evolution • costume personnel • costume trends • design considerations • documenting, storing and accessing

research materials and findings • production/performance

requirements • research skills • role of costume • sources of information • types of research.



The assessment context must provide for: • demonstration of skills through the conduct of costume research for a

particular production.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • review of a research portfolio developed by the candidate for a

particular production • oral or written questioning to assess knowledge of costume history and

evolution • review of portfolios of evidence and third party workplace reports of



The following evidence is critical to the judgement of competence in this unit: • ability to conduct research on costume requirements to meet the needs

of a particular production • general knowledge of the history and evolution of clothing styles for

men, women and children.



Collecting, organising and analysing information 2 Researching the history of costume.

Communicating ideas and information 2 Presenting options for costume construction based on research.

Planning and organising activities 1 Organising information.

Working with others and in teams 1 Discussing ideas with colleagues.


Solving problems 1 Tracking 'hard to find' information.

Using technology 1 Using the Internet for research.



1 Research information on costume

1.1 Correctly identify sources of information on the general aspects of costume history and evolution.


Sources of information on costume may be both formal and informal and include: • books on costume, architecture, decorative

arts, transport, textiles, colour • writings of the period • paintings and illustrations of the period • photographs • film, video • the Internet • personal observation • watching TV.

General aspects of costume history and evolution must include the evolution of clothing styles in relation to: • basic shapes/silhouettes • types of fabrics used • foundation garments • trims and accessories.

The link between costume design and other production aspects may relate to: • the role of different individuals in the design

process • the ways in which costumes may need to be

adapted to meet physical or creative performance aspects.

Learning experiences for the HSC must address: An awareness of a range of entertainment industry contexts where costumes are used including: • films • music and music video • television productions • theatre • stage performances • live events/entertainment/performance.

The role of costumes within an overall production.

Costume components including: • general dress • underpinnings • accessories • hairdressing • make-up.

Sources of information on costume history and evolution including: • books • writings of the period • paintings and illustrations of the period • photographs • film/video • the internet • personal observation • watching TV.

A basic understanding of costume history and evolution in relation to: • shapes/silhouettes • fabrics • foundation garments • trims and accessories.

1.2 Use formal and informal research techniques appropriately to access information about costume, including the evolution of clothing styles for men, women and children.

Learning experiences for the HSC must address: Types of research: • formal • informal • primary • secondary.



Strategies for research skills including: • define the purpose of the research • identify the best source of information • creating an outline to assist in the research • access source to gather information • efficient reading • note-taking/sketching • sort, summarise and present information.

A basic understanding of the history of costume development in the performing arts, both within Australia and overseas for: • a range of characters including:

- men - women - children

• a range of performance styles including: - dance - opera - theatre - cabaret - film - television.

1.3 Organise research materials and findings for current and future use by self and others in a manner which facilitates easy access and cross-referencing.


Methods for documenting and storing research materials/findings including: • files (electronic and hardcopy) • portfolios • databases • bibliography or reference lists.

Importance of creating and indexing research.

Filing classifications including: • alphabetical • chronological • subject • keyword.

2 Link research to costume design and production needs

2.1 Identify and action the costume research needs for a specific production with a focus on the link between costume design and other production aspects.


An awareness of the relationship between: • costume design and other production aspects/

departments



• costume designers and production personnel including: - production manager - director - lighting designer - make-up supervisor/artist - designer - costume supervisor - costume cutter - costume construction - performer.

A basic awareness of differences in roles and responsibilities across enterprises/organisations. Understanding of production/performance requirements including: • number of costumes required • need for quick changes • complexity of costumes • time frame to design and construct costumes • skills of the team designing and constructing

costumes • budget allocated to costumes • assessment as to whether costumes should be

borrowed, bought, modified or constructed. A basic awareness of costume design and construction processes including: • costume drawings • colour theory • silhouette • proportion • fabric choice • patterns • cutting • sewing • fitting • decorations/finishes.



2.2 Identify the ways in which clothing styles and production methods may need to be adapted for production/ performance requirements.


Difference between everyday garment construction and costume construction processes. Design considerations including: • theatrical effect • estimated wear and tear • performer

- movement - safety.

3 Update and maintain knowledge of costume trends

3.1 Identify and use opportunities to update and expand knowledge of costume.


How and where to source opportunities for updating knowledge of costume trends including: • talking and listening to colleagues • personal observation/exploration • attending a range of productions • training and development • work experience. Importance of updating and expanding knowledge of costume.

3.2 Incorporate updated knowledge into costume design and production activities.

Draft Entertainment Curriculum Framework March 2004 CUFCOS04B Modify, repair and maintain costumes 151


Title Modify, repair and maintain costumes HSC Requirements

and Advice

Unit code

CUFCOS04B

Unit Descriptor

This unit describes the skills and knowledge required to alter, repair and maintain costumes under the supervision of senior costume personnel for any production within the cultural industries. It includes fundamental sewing and costume maintenance techniques.


20

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • basic sewing techniques, including hand sewing and the manipulation of

fabric through a sewing machine • Occupational Health and Safety requirements for the safe use of sewing

machines and other equipment • the use, properties and care of different fabrics and materials regularly used

in making costumes and how they react to laundering, dry cleaning or spot cleaning

• broad knowledge of cleaning agents and the effect they have on a range of fabrics/materials, including those that are fragile and easily damaged

• typical labelling and storage systems for costumes • ways of maintaining costume and documentation • the different roles and responsibilities of people working within a wardrobe

department • literacy skills sufficient to interpret production documentation, costume

labels and costume care instructions.

This unit has linkages to a range of other units and combined assessment and/or training with those units may be appropriate, for example: • CUFCOS06B - Dress

performers.

Assessment of this unit requires access to: • costumes requiring

modification, repair or maintenance

• equipment typically found within a wardrobe department, including industrial sewing machines.

Key Terms and Concepts • alteration • cleaning agents • costume • documentation • dry cleaning • hand and machine sewing techniques • labelling • laundering • modifications • occupational health and safety

(OHS) • personnel • repair and maintenance • safe work practices • sewing machine • spot cleaning • storage • tools and equipment • use, properties and care of fabrics

and materials • wardrobe department • work station • workplace procedures.



The assessment context must provide for: • modification, repair and maintenance of costumes within commercially

realistic timeframes • repair and maintenance of different types of costumes.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • evaluation of costumes repaired, maintained or modified by the

candidate • oral questioning/interviewing to assess knowledge of fabric types and

different sewing techniques • case studies and problem solving exercises to determine ability to

respond appropriately to different repair and modification needs • portfolios of evidence and third party workplace reports of on-the-job



The following evidence is critical to the judgement of competence in this unit: • knowledge of different repair and maintenance techniques for different

types of fabrics and costumes • ability to use techniques to repair and restore costumes to optimum

condition.




Collecting, organising and analysing information 1 Interpreting repair requirements.

Communicating ideas and information 1 Completing documentation.

Planning and organising activities 1 Organising materials and equipment.

Working with others and in teams 1 Liaising with supervisor on work requirements.

Using mathematical ideas and techniques 1 Calculating measurements.

Solving problems 1 Treating a difficult stain.

Using technology 1 Using a sewing machine.



1 Make simple costume alterations

1.1 Set-up and adjust equipment and work station in accordance with safety and workplace procedures or construction requirements, ensuring appropriate and compatible equipment and accessories are used.


Types of production may include: • feature films • documentaries • short films • commercials • filmed events or performances • music video • television productions of any type, e.g. music,

drama, comedy, variety, sport • live or pre-recorded television productions • stage performances • live events/entertainment/performance.

Costumes may include: • female, male and child costumes • dance wear


An awareness of occupational health and safety (OHS) requirements for safe use of sewing machines and other equipment. General features, purpose and working knowledge of tools and equipment used for costume alterations including: • industrial/domestic irons and steamers • industrial/domestic sewing machine and

overlocker • needles • thread • glue guns • hand tools • scissors • dressmaker's dummies.

1.2 Complete simple costume modifications in accordance with requirements for quality, personal safety and speed of work.

• tailored costumes • character costumes • period costumes • hard and soft sculpture costumes • contemporary wear • millinery • accessories.

Tools and equipment used in the modification, repair and maintenance of costumes may include: • industrial/domestic irons and steamers • glue guns • tools, e.g. wire cutters, bolt cutters, hammers,

pliers • scissors • dressmaker's dummies • washing machines and dryers.

Costume modifications and repairs may include: • hemming • taking in/letting out • repairing fabric tears/seams • repairing closures


An awareness of work productions where costumes are used including: • films

- feature - short

• documentaries • commercials • filmed events or performances • music video • live or pre-recorded television productions • stage performances • live events/entertainment/performance. An awareness of a range of costumes including: • female, male and child • dance wear • tailored • character • period • hard and soft sculpture • contemporary wear



• replacing buttons and trimmings • replacing parts of costumes, e.g. cuffs, collars,

linings • maintaining the standard of the overall

costume.

• millinery • accessories.

Costume modifications and repairs including: • hemming • taking in/letting out • repairing

- fabric tears - seams - closures

• replacing - buttons and trimmings - parts of costumes.

Basic hand and machine sewing techniques.

Awareness of a range of alteration techniques for different types of fabric and costumes.

1.3 Inspect sewn pieces, identify any faults and take action to rectify any faults in accordance with workplace procedures or construction requirements.

1.4 Identify situations where assistance may be required and seek guidance from appropriate work colleagues.

Relevant personnel may include: • costume designers • wardrobe department personnel • wardrobe supervisors/managers • costume production staff • other specialist staff.


Roles, responsibilities and interrelationship between relevant personnel: • costume designers • costume department personnel • costume supervisors/managers • costume construction.

2 Undertake repairs

2.1 Assess costumes for repair requirements and liaise with relevant personnel to determine requirements for repairs.

Costumes may include: • female, male and child costumes • dance wear • tailored costumes • character costumes • period costumes • hard and soft sculpture costumes • contemporary wear • millinery • accessories.

Learning experiences for the HSC must address

A basic understanding of the use and properties of a range of fabrics and appropriate repair and maintenance techniques.

Importance of making accurate alterations and/or repairs/maintenance to costumes in accordance with supervisor�s instructions.



Costume modifications and repairs may include: • hemming • taking in/letting out • repairing fabric tears/seams • repairing closures • replacing buttons and trimmings • replacing parts of costumes, e.g. cuffs, collars,


costume.

Relevant personnel may include: • costume designers • wardrobe department personnel • wardrobe supervisors/managers • costume production staff • other specialist staff.

2.2 Prepare costumes, materials and equipment in an appropriate manner for repairs.




An understanding of the appropriate tools and equipment for use with various types of fabrics and costumes.

2.3 Complete repairs to restore costumes to optimum condition.

Costume modifications and repairs may include: • hemming • taking in/letting out • repairing fabric tears/seams • repairing closures • replacing buttons and trimmings • replacing parts of costumes, e.g. cuffs, collars,


costume.



3 Launder, press or otherwise service costumes

3.1 Identify the properties of the costume components to determine the appropriate laundering process.

Types of laundering may include: • washing and drying • dry cleaning • spot cleaning • airing and sanitising • shoe cleaning.


An awareness of the use, properties and care of different fabrics and materials regularly used in costume making. A basic knowledge of cleaning agents and processes and the effect they have on a range of fabrics and materials including : • washing and drying • dry cleaning • spot cleaning. Awareness of appropriate testing procedures. Servicing process for costumes: • washing • drying • dry cleaning • spot cleaning • airing and sanitising • pressing • shoe cleaning. Care labelling systems for costumes. A basic knowledge of Australian and international textile labelling codes to ensure correct laundry methods are applied.

3.2 Identify and rectify any faults, spots or marks using appropriate equipment and/or chemicals.




Safe work practices for use of: • tools and equipment • chemicals

- detergents - sanitisers - spot cleaning fluids.

Procedures to recognise and treat a range of stains including: • food stains • dirt and grime • perspiration



• grease • ink • blood • grass • make-up.

3.3 Wash and press any costumes in accordance with the care instructions for the fabric, ensuring that delicate or problem fabrics are serviced with care.

Types of laundering may include: • washing and drying • dry cleaning • spot cleaning • airing and sanitising • shoe cleaning.


Operation and use of a range of laundry equipment including; • washers • dryers • irons • steam press.

3.4 Make necessary arrangements for the special laundering or dry cleaning of costumes and document the dispatch and collection of costumes.


Enterprise/organisation procedures and documentation for outsourcing care of costumes.

3.5 Accurately label, code and store costumes in accordance with production and organisational requirements.


Labelling, coding and storage system for costumes for: • performers use in current production • long-term storage until required for future

production.

3.6 Complete documentation in accordance with workplace or production requirements.


Enterprise/organisation records and documentation.

Draft Entertainment Curriculum Framework March 2004 CUFMUP02A Design, apply and remove make-up 158


Title Design, apply and remove make-up HSC Requirements

and Advice

Unit code

CUFMUP02A

Unit Descriptor

This unit describes the skills and knowledge required to determine and research, apply, maintain and remove make-up for any production within the cultural industries. It does not cover the application of period, specialised and special effects make-up which are covered in units Design, apply and remove period and specialised make-up and also Design, apply and remove special effects make-up from the entertainment industry training package.

This unit modifies and expands on the unit Design, apply and remove make-up from the entertainment industry training package.


35

Evidence Guide


and Advice

Assessment must include evidence of essential knowledge of, and skills in, the following areas: • recognising and responding appropriately to general and local contra-

indications and contra-action including those which indicate referral to an appropriate professional

• knowledge of face and body shapes and their relationship to the elements and principles of make-up application

• knowledge of the following in regard to make-up services: - effects of lighting natural/artificial on make-up - colour design principles - colour wheel, primary, secondary, complementary colours, grey scale - tonal value - differences between tone, value, hue and shade

• knowledge of cosmetic chemistry/ingredients in relevant make-up products particularly in regard to their likely effects on the skin

• determining the physical appearance of: - various skin types - normal skin - abnormal skin - minor skin blemishes

• awareness of the effect of changes created by specific make-up products and colour application techniques

This unit has linkages to the following units and combined training delivery and/or assessment is recommended: • CUFSAF01A - Follow health,

safety and security procedures • CUFMUP03A - Maintain

make-up continuity • WRH12A - Dress (style) hair

Assessment requires access to a range of products and equipment listed in the range of variables statement, currently used by the cultural industries.

Key Terms and Concepts • colour application techniques • colour design principles • contagious and non-contagious • continuity • contra-indications and contra-action • cosmetic • equipment • facial areas • hazards • hue • hygiene • lighting • make-up design concepts • make-up plan • make-up products • make-up removal • make-up requirements • occupational health and safety

(OHS) • performer



and Advice

• awareness of the effect of changes created by lighting and how make up colours appear on the screen

• dealing with performers tactfully and respectfully • meeting deadlines • ability to work under pressure • using time effectively to control product waste • elementary photography • keeping accurate photographic records for continuity purposes.

• performer comfort • photography • productions • sanitation • skin disorders • skin types • sterilisation • tone.


Assessment may take place on the job, off the job or a mix of both of these. Off the job assessment must be undertaken in a closely simulated workplace environment. However, assessment of this unit would most effectively be undertaken on the job due to the specific workplace environment requirements.

To establish consistency of performance, assessment methods must include observation of performance during a series of practical demonstrations covering a variety of make-up application types.

A range of methods to assess the application of essential underpinning knowledge must support this and might include: • practical demonstration (direct observation may need to occur on more

than one occasion to establish consistency of performance) • role play • case studies • work samples or simulated workplace activities • oral questioning/interview aimed at evaluating the processes used in

developing and realising the creative concept • projects/reports/logbooks • third party reports and authenticated prior achievements • portfolios of evidence which demonstrate the processes used in

developing and realising the creative concept

This unit of competence applies to a range of industry sectors and areas of makeup specialisation. The focus of assessment will depend on the industry sector and areas of makeup specialisation. Assessment must be customised to meet the needs of the particular sector and specialisation in which performance is being assessed. Assessment should only address those variable circumstances, listed in the range of variables statements, which apply to the chosen context.

Care should be taken in developing training to meet the requirements of this unit. The specific focus of training will depend upon the area of makeup expertise required. For generic pre-vocational training, organisations should provide training which would provide participants with a breadth of makeup knowledge and expertise, encompassing a range of areas of specialisation.

The following evidence is critical to the judgement of competence in this unit: • the development of creative period and specialised make-up designs in

accordance with the requirements of the production including: • identification of facial areas requiring highlighting/shading • product application techniques • knowledge of colour design principles • application to lighting, natural and artificial • the application of local health and hygiene requirements/regulations • the application of safe work practices in regard to the provision of

make-up services and safe use of product according to occupational health and safety requirements

• product application and removal techniques.







Planning and organising activities 1


Using mathematical ideas and techniques 1

Solving problems 1

Using technology 1



1 Determine make-up requirements

1.1 Research requirements for make-up and particular performers in consultation with relevant personnel so that creative and technical production requirements are met.

Production requirements for make-up may include: • designers and directors specifications • venue requirements • production schedule • relevant health and hygiene requirements • performers' requirements • resource constraints • lighting effects.

Materials to be read and interpreted may include: • script • production schedule • product labels • manufacturers' guidelines • make-up plan • call sheets • running sheets • costume plots • costume breakdown lists • stock orders.

Types of production may include: • feature films • documentaries • short films • commercials • filmed events or performances • music video • television productions of any type, eg music,

drama, comedy, variety, sport • live or pre-recorded television productions • theatrical productions • plays • live performances.


The role of make-up within an overall production design concept. Basic research techniques including: • identification of relevant information • questioning techniques to obtain information • sorting, summarising and presenting information. Factors influencing make-up requirements for productions including: • reading and interpreting script or performance

outline • designers and directors specifications • venue requirements • production schedule • relevant health and hygiene requirements • performers' requirements • resource constraints

- time - finance - materials - expertise

• lighting effects - natural - artificial.

An awareness of the make up requirements for a range of productions including: • films • music video • television productions • theatrical productions • plays • live performances. A basic understanding of colour theory as it relates to make-up design including: • effects of lighting

- natural - artificial

• colour design principles



• colour wheel - primary colours - secondary colours - complementary colours - grey scale

• tonal value • differences between tone, value, hue and shade.

1.2 Create design concept according to make-up requirements and/or in consultation with the appropriate personnel.

Appropriate personnel may include: • make-up supervisor/other make-up personnel • special effects make-up design and maker • costume designer and wardrobe personnel • continuity personnel • hairdresser • director • designer • producer • performer • production manager • lighting designer and lighting personnel • director of photography • technical director • other technical staff • floor manager.


An understanding of a variety of methods for creating design concepts for make-up. Understanding of the effect created by specific make-up products and colour application techniques. A basic knowledge and understanding of face and body shapes and their relationship to the elements and principles of make-up design. A basic awareness of the role of a range of personnel in the creation of make-up concept design including: • make-up supervisor • costume designer and personnel • continuity personnel • hairdresser • director • designer • performer • production manager • lighting designer and lighting personnel • director of photography • stage/floor manager. Recording make-up design concepts including: • drawings • photographs • description of design • technical terminology.



1.3 Consider the budget in relation to design concept and make-up requirements.

Numeracy tasks may include: • estimating the amount of products required • estimating the time required to apply make-up.


An awareness of costs involved with make-up design: • product costs

- materials - equipment

• labour costs - time - specialist expertise.

1.4 Discuss and agree upon make-up design with the appropriate personnel and prepare make-up plan to include testing.

Appropriate personnel may include: • make-up supervisor/other make-up personnel • special effects make-up design and maker • costume designer and wardrobe personnel • continuity personnel • hairdresser • director • designer • producer • performer • production manager • lighting designer and lighting personnel • director of photography • technical director • other technical staff • floor manager.

Written tasks may include: • updating make-up plan as appropriate.


Details provided in a make-up plan.

2 Prepare to apply make-up

2.1 Obtain and confirm the special requirements of the performers prior to make-up application and testing.

Special requirements may include: • skin disorders (contagious or non-contagious).

Contagious conditions may include bacterial, viral or fungal infections. Non-contagious conditions may include various types of acne, dermatitis, eczema, or allergic conditions

• contra-indications/precautions including contagious and non-contagious, sunburn, trauma, bruises, cosmetic and general surgery and other visible non-normal skin

• skin type/condition including normal, dry, combination, sensitive, mature, pigmented, colour and tone


An awareness of common ingredients in make-up products and their effect on various skin types including: • normal • dry • combination • sensitive. An awareness of special requirements of the performer affecting make up application including: • contagious and non-contagious skin disorders



• allergies • wearing of contact lenses • removal of body or facial hair • performers' histories • duration of the make-up application and the

duration of the performance.

Oral communication tasks may include: • discussing with performers their preferences

and sensitivities regarding skin care • discussing performers skin care with other

make-up personnel • consulting with wardrobe and hairdressing

personnel regarding the use of gums and glue • responding to instructions on required

adjustments to make-up • discussing final effect with performer,

director, producer, lighting personnel

informing performer of the process and procedures for applying, touching-up and/or removing make-up.

• contra-indications/precautions • skin type/condition • minor skin blemishes • wearing of contact lenses • removal of body or facial hair • performers' histories • duration of the make-up application • duration of the performance. Considerations for make-up application and testing including: • discussing with performer�s their preferences and

sensitivities regarding skin care • discussing performer�s skin care with other

make-up personnel • consulting with costume and hairdressing


adjustments to make-up • discussing final effect with performer, director,

producer and lighting personnel • informing performer of the process and

procedures for applying, touching-up and/or removing make-up.

2.2 Select products and equipment in accordance with make-up plan and ensure that they are present in sufficient quantity to meet the needs of the production schedule.

Make-up products may include: • pre make-up products and stabilisers • cleansers • toners • moisturisers • concealers

• foundation (liquid/solid) • powders • fixative • eyeshadows (matte/frosted) • blushes • mascaras (powder, liquid, wand or block) • lipsticks/lip glosses • pencils • protective gels and creams • sun screen.


Purpose and use of a range of make-up products including: • pre make-up products and stabilisers • cleansers, toners and moisturiser • concealer • foundation • powders • fixative • eyeshadow • blush • mascara • lipstick/lip gloss • pencils • protective gels and creams • sun screen • shaders/highlighters.



Make-up equipment may include: • sponges • brushes • applicators • pallets or tiles • lash curlers • artificial lashes • tweezers • magnifying mirror • containers/tray etc • spatulas • make-up box • cotton buds • eye make-up remover pads • moist towelettes • powder puffs • pencil sharpener • towels • hairclips and bands • tissues • supply of water • protective bibs and smocks • airbrushes.

Purpose of a range of make-up equipment including: • sponges • brushes • applicators • pallets or tiles • lash curlers • artificial lashes/glue • tweezers • magnifying mirror • containers/trays • spatulas • make-up box • cotton buds • eye make-up remover pads • moist towelettes • powder puffs • pencil sharpener • towels • hairclips and bands • tissues • supply of water • protective bibs and smocks • airbrushes.

2.3 Complete any required stock orders and ensure availability at the time of the production/shoot.

Numeracy tasks may include: • estimating the amount of products required • estimating the time required to apply make-up.


Enterprise/organisation procedures and documentation for: • stock take • ordering • purchasing (including preferred supplier).

2.4 Lay out work area to ensure quick and efficient application of make-up.

Environments where make-up may be required include: • in a studio • on location - interior • on location - exterior • outside broadcast • day • night • soundstage.

Learning experiences for the HSC must address: Layout of work area accounting for environmental variations: • in a studio • on location • outside broadcast • day • night • soundstage.



Equipment requirements including: • tables • chairs • lighting • personal insect repellent • umbrellas/shade • suitable clothing • heat and cold packs • battery operated fans/ventilation. Considerations for laying out work including: • space • number of make-up artists • number of performers • quantity of materials and equipment • traffic flow • entrances/exits • environmental conditions.

2.5 Identify manufacturer's recommendations and correctly use and care for make-up and equipment.

Learning experiences for the HSC must address: Enterprise/organisation procedures for the use and care of make-up and equipment including: • storage • general cleaning and maintenance • monitoring of use by dates.

2.6 Dress the performer with any required protective covering to protect performer's hair and clothes.

Learning experiences for the HSC must address: Preparation of performer for make-up application including: • check costume/dressing needs • protective clothing • tie back hair interfering with application • performer comfort.

2.7 Use suitable cleansing product to cleanse performer's face.

2.8 Identify and implement health and hygiene procedures during preparation of make-up and cleansing

Health and hygiene requirements include: • local, state and federal occupational health and

safety regulations


A basic understanding of health and hygiene



procedure. • regulations in the cosmetic environment, eg sterilisation and sanitation procedures, storage and handling of hazardous substances and protective clothing and substances in the workplace.

requirements including: • local, state and federal occupational health and

safety regulations • industry regulations. Understanding of enterprise/organisation hygiene procedures including: • sterilisation and sanitation procedures

- personal - equipment

• storage and handling of hazardous substances • personal protective equipment (PPE) • dealing with cuts, wounds, sores and skin

infections • disposal of contaminated waste • prevention of cross contamination of products

and equipment.

3 Apply and maintain make-up

3.1 Ensure that the performer's comfort is maintained during make-up application and that they are protected from any hazards.


An awareness of potential hazards during make-up application. Safe work practices to reduce the risk of hazards including: • use of PPE • good personal hygiene procedures • avoiding contact with broken skin, sores or blood • using appropriate equipment • cleaning and sterilising equipment after use • using disposable supplies where possible.

3.2 Apply all products in sequence with appropriate applicators according to the make-up plan and health and hygiene requirements.

Make-up products may include: • pre make-up products and stabilisers • cleansers • toners • moisturisers • concealers • foundation (liquid/solid) • powders • fixative • eyeshadows (matte/frosted) • blushes



• mascaras (powder, liquid, wand or block) • lipsticks/lip glosses • pencils • protective gels and creams • sun screen.

3.3 Check that the final effect matches the agreed requirements.






A basic understanding of elementary photography skills in order to keep photographic records of completed work. An understanding of recording make-up finishes for continuity purposes.

3.4 Make any required adjustments quickly and accurately at appropriate times during the production.


director, producer, lighting personnel • informing performer of the process and

procedures for applying, touching-up and/or removing make-up.


Factors affecting make-up during production including: • heat/humidity • sweat • physical contact/movement • time.

3.5 Identify and implement health and hygiene procedures during preparation, application and maintenance of make-up.


safety regulations • regulations in the cosmetic environment, eg

sterilisation and sanitation procedures, storage and handling of hazardous substances and protective clothing and substances in the workplace.

4 Remove make-up

4.1 Brief or instruct the performer on the removal of make-up.







Procedures for make-up removal including: • cleansers appropriate to the type of make-up • methods of removal • rinsing procedures • after skin care

- moisturiser - toner

• hairspray removal • waste disposal.



director, producer, lighting personnel

• informing performer of the process and procedures for applying, touching-up and/or removing make-up.

4.2 Remove make-up using appropriate cleansing products.

4.3 Ensure that the performer's comfort is maintained during make-up removal and that they are protected from any hazards.

4.4 Wash, disinfect or discard make-up equipment, as appropriate.


safety regulations • regulations in the cosmetic environment, eg

sterilisation and sanitation procedures, storage


An understanding of the principles of cleaning and sterilising.

4.5 Clean and leave the work area and site in the original or improved condition, ensuring that there has been no adverse impact on the site.

and handling of hazardous substances and protective clothing and substances in the workplace.


Enterprise/organisation cleaning procedures including: • wiping down/sterilising work tables • sweeping/vacuuming floors • disposal of waste products • cleaning of mirrors and lights • replacement of consumable equipment.

Draft Entertainment Curriculum Framework March 2004 CUEPRP02A Research, obtain and prepare props 170


Title Research, obtain and prepare props HSC Requirements

and Advice

Unit code

CUEPRP02A

Unit Descriptor

This unit describes the skills and knowledge required to source, obtain and prepare props for any production within the cultural industries. As such it requires research skills, organisational skills and a sound knowledge of different sources of props and the ways in which props may be used in a production.


15

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • the wide and varying scope of props, including broad categories of props

and the role of 'one-off' specialist items • typical sources of information on props • sources of different types of props, including both period and contemporary

items • research skills in relation to the ability to research options for props

acquisition • literacy skills sufficient to interpret production documentation and other

information from a wide range of sources • numeracy skills sufficient to work with props costings.

This unit has linkages to a range of other props units and combined assessment and/or training with those units may be appropriate.

Assessment of this unit requires access to: • sources/locations of props.

Key Terms and Concepts • appropriate personnel • artistic requirements • prepare, maintain and repair props • production documentation • production requirements • prop catalogues • prop disposal • prop requirements • props costings • props list • security and storage of props • source and obtain props • specialist items.



The assessment context must provide for: • practical demonstration of skills through the sourcing of props to meet

the needs of a particular production • sourcing of props within realistic workplace timeframes.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • evaluation of props sourced by the candidate for a given production • case studies to assess ability to source props for different styles of

production • oral or written questioning to assess knowledge of the scope of props

possibilities and sources of props • review of portfolios of evidence and third party workplace reports of



The following evidence is critical to the judgement of competence in this unit: • knowledge of different props acquisition sources and options • ability to use research techniques to source props which meet

production requirements.




Collecting, organising and analysing information 2 Researching and reviewing prop catalogues.

Communicating ideas and information 1 Preparing props documentation.

Planning and organising activities 2 Organising the props acquisition process.

Working with others and in teams 2 Liaising with production personnel.

Using mathematical ideas and techniques 1 Recording costs.

Solving problems 2 Sourcing an unusual props item.




1 Determine props requirements

1.1 Correctly interpret production documentation to determine production props requirements.


Props may include: • hand props • furniture • vehicles • equipment • costume props • special effects props. Production requirements may include: • director's specifications • venue requirements • organisation standards • resource constraints • Occupational and Health and Safety

requirements • performers' requirements • length of the run of the show • production schedule.


An awareness of a range of props including: • hand props • furniture • vehicles • equipment • costume props • special effects props. An awareness of production requirements including: • director's specifications • venue requirements • organisation standards • resource constraints • occupational health and safety (OHS)

requirements • performers' requirements • length of the run of the show • production schedule. General features and use of a range of production documentation including: • props list • models • drawings and renderings • technical notes • stage plan • production schedule • prompt copy • settings list.

1.2 Liaise with appropriate personnel to discuss the artistic requirements for props where required.

Props may include: • hand props • furniture • vehicles • equipment • costume props • special effects props.

Appropriate personnel may include:


Artistic requirements including: • period items • contemporary items. An awareness of the roles and responsibilities of a range of personnel including: • directors



• directors • designers • set personnel • other specialists.

• designers • set personnel • other specialists.

1.3 Confirm the budget and timeframes that affect the acquisition of props with appropriate personnel.


Awareness of influences affecting the acquisition of props including: • organisational purchasing policy • time frame for production • budget allocation • prop costings.

2 Source and obtain props

2.1 Undertake research on the style and nature of props required to establish a clear picture of precise requirements.



Understanding of the need for research to ensure period accuracy.

Sources of information including: • electronic media

- internet - databases

• reference books • libraries • industry associations and organisations • industry journals • publications • personal observations and experience • industry practitioners.

2.2 Correctly identify potential sources of props, including investigation of various options to achieve the optimum result.

Potential sources of props and different options may relate to: • buying • borrowing • hiring • making alterations to existing props • having items specially made.


Awareness of options for sourcing props including: • buying • borrowing • hiring • making alterations to existing props • having items specially made.

2.3 Locate props that meet design specifications, time and budgetary constraints.



2.4 Complete procedures for the acquisition of props in accordance with organisational requirements.

Potential sources of props and different options may relate to: • buying • borrowing • hiring • making alterations to existing props • having items specially made.


Enterprise/organisation procedures for obtaining props including: • purchasing policies • hiring procedures • packaging, transportation and storage.

2.5 Document acquisition details accurately.


Development of props list detailing: • source • cost • condition • maintenance record • returns list • date returned. Documentation including: • props list • purchase records

- order forms - invoices - receipts

• storage records.

3 Prepare and maintain props during production

3.1 Prepare and check props prior to the performance to ensure that all required items are available and/or in working order, including adequate consumable supplies.


3.2 Secure and store props in accordance with organisational procedures before, during and after the production.


Issues relating to the storage of props including: • security • climatic affects • occupational health and safety (OHS)

considerations - stability - manual handling



• damage • accessibility • rodents • space considerations.

3.3 Identify the need for and organise appropriate prop replacements or repairs to meet production requirements.

Props may include: • hand props • furniture • vehicles • equipment

3.4 Where appropriate, dispose of props in accordance with environmental and safety requirements.

• costume props • special effects props.


A basic awareness of environmental considerations for the disposal of props including: • environmental legislation • local council regulations • hazardous substances • waste minimisation techniques

- recycle - reuse.

3.5 Maintain accurate documentation in relation to the status of props, including appropriate cataloguing.


Entertainment/organisation procedures for cataloguing and documenting props including: • manual • electronic.

Draft Entertainment Curriculum Framework March 2004 CUEPRP03A Apply a general knowledge of props construction 176


Title Apply a general knowledge of props construction HSC Requirements

and Advice

Unit code

CUEPRP03A

Unit Descriptor

This unit describes the foundation skills and knowledge required to use a range of techniques, materials and equipment for the construction of props. As such the unit covers general knowledge and the application of basic techniques. A person working under supervision would generally undertake this role. Skills working with hand and power tools would generally be required to complete this unit.


10

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • the scope of props items that may be constructed and the factors that impact

on whether to construct or acquire by other means • the properties and applications of materials commonly used for prop

construction, including paper, latex, foam, canvas and leather • the properties and applications of contact adhesives commonly used for

props construction • types of tools commonly used for props construction • safety and environmental issues associated with the use of tools, materials

and adhesives • techniques for the manipulation of materials commonly used in prop

construction • the links between the intended use of a prop and the selection of materials

and construction method • literacy skills sufficient to interpret props documentation and read product

labels • numeracy skills sufficient to calculate quantities of materials and take basic

measurements.

This unit underpins and has strong links to other props construction units and combined assessment and/or training with those units is recommended.

This unit requires access to: • materials, tools and equipment

commonly used for props construction

• a workspace in which props can be constructed safely.

Key Terms and Concepts • acquisition of props • calculation of quantities • communication • construction problems and faults • construction techniques • documentation • environmental issues • hand and power tools • materials and equipment • occupational health and safety

(OHS) • problem solving • props construction requirements • waste minimisation • work cooperatively • working co-operatively



The assessment context must provide for: • practical demonstration of skills through the use of techniques,

materials and equipment to construct a prop.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • direct observation of the candidate using particular techniques, tools

and equipment • evaluation of items constructed by the candidate in terms of quality of

finish • oral or written questioning to assess knowledge of materials and safety

issues • review of portfolios of evidence and third party workplace reports of


The following evidence is critical to the judgement of competence in this unit: • ability to use techniques materials and equipment safely for the

construction of props • knowledge of the properties and applications of different materials,

tools, equipment for different types of props.



Collecting, organising and analysing information 1 Reading and interpreting safety instructions on chemicals.

Communicating ideas and information 1 Advising colleagues when a hazardous substance is about to be used.

Planning and organising activities 1 Preparing appropriate tools and equipment prior to construction.

Working with others and in teams 1 Liaising with supervisor on construction requirements.

Using mathematical ideas and techniques 1 Calculating quantities of materials required.

Solving problems 1 Responding to a situation where adhesion does not occur as planned.

Using technology 1 Using a sewing machine.



1 Select equipment and materials in preparation for construction

1.1 Liaise with supervisor to determine the nature of props to be constructed.


Props requiring construction may include a vast range of items but props construction at this level would generally involve the use of: • paper • latex • foam • leather • canvas • adhesives (PVA glue, liquid nails).


General function and use of a range of props to be constructed including: • hand props • furniture • vehicles • equipment • costume props • pre-production prototypes • mechanised props • special effects props.

Determining the types of props required for an entertainment event including: • interpreting the script • communicating with the director, stage manager,

production manager and actors • following a set production schedule, props

specifications and props list • scale and technical drawings • accessing appropriate documentation

- budgets - time schedules - set designs - running sheets - measurement charts - operational/project plan.

Influences affecting the acquisition of props and the decision to construct in-house including: • organisational purchasing policy • timeframe for production • budget allocation • prop costing • existing props that may be altered • availability of materials, tools and equipment.

1.2 Correctly identify and select appropriate materials for prop construction in accordance with instructions and the intended use for the prop.

Props requiring construction may include a vast range of items but props construction at this level would generally involve the use of: • paper • latex


General knowledge of the properties, use and visual effects of a range of materials including: • paper • latex



• foam • leather • canvas • adhesives (PVA glue, liquid nails).

• foam • leather • canvas • adhesives.

1.3 Calculate correct quantities of materials required and minimise waste where possible.


Understanding of the importance of accuracy in the interpretation of measurements.

Calculation of quantities of materials for prop construction including: • a working knowledge of

- measuring tools - scale drawings - materials lists

• use of mathematical concepts - volume - mass - length, breadth and height

• waste minimisation - estimation of waste calculated into overall

requirements • working with geometric and irregular shapes.

1.4 Select appropriate equipment and tools in accordance with materials being used and type of prop construction required.

Tools and equipment for prop construction may include: • scissors/cutters • sewing machines • hand tools • power tools.


An awareness of a range of hand and power tools/ equipment including: • properties • use • potential hazards • safety precautions.

2 Use props construction techniques

2.1 Correctly use techniques to construct props, including the safe use of adhesives.

Safety procedures associated with the use of props construction materials may include: • ensuring adequate ventilation • wearing of protective clothing • warning colleagues about use of specific

chemicals • adherence to product instruction.


Knowledge of a range of methods and techniques to construct props. A basic understanding of occupational health and safety (OHS) legislation.

2.2 Complete the prop construction process in a logical manner.



2.3 Follow appropriate safety procedures throughout the prop construction process in accordance with organisational and legislative requirements.


Awareness of OHS safety procedures involved in the construction of sets, including those related to: • hazard identification and risk control • adequate lighting and ventilation • safe manual handling • use of personal protective equipment (PPE) • safe use of hazardous substances • adherence to manufacturers instructions • reference to materials safety data sheets (MSDS) • warning colleagues of the use of hazardous

materials • emergency procedures.

2.4 Work co-operatively with other team members to ensure efficiency and quality in the set construction process.


Understanding of the roles, responsibilities and interrelationships of those working within the props workshop and the creative production team. Understanding of the importance of communication and cooperative work practices.

2.5 Identify any problems with the prop construction process promptly and take appropriate action within scope of individual responsibility.

Typical problems that may occur in props construction may include: • difficulty in achieving sufficient adhesion • need to change combinations of materials.


The importance of acting within level of authority in terms of: • taking initiative • problem-solving • decision-making. Realistic solutions to a range of potential faults: • prior to production • during performance.

Draft Entertainment Curriculum Framework March 2004 CUFPRP04A Repair, maintain and alter props 181


Title Repair, maintain and alter props HSC Requirements

and Advice

Unit code

CUFPRP04A

Unit Descriptor

This unit describes the skills and knowledge required to clean, repair and alter props items, ensuring that they are well maintained at all times for any production within the cultural industries.


20

Evidence Guide


and Advice

Assessment must include evidence of essential knowledge of, and skills in, the following areas: • interpreting written and verbal construction specifications and instructions • interpreting scale drawings • interpreting measurements • working as part of a team • safe handling of hazardous materials • maintaining a clean and safe work area • understanding of the props design and construction process • ability to use a range of equipment used in props construction eg hand tools

and power tools • carpentry and joinery skills • time management and ability to work under pressure and to deadline.

This unit has linkages to the following unit and combined training delivery and/or assessment may be appropriate: • CUFPRP03A - Make props

for the screen.

Assessment requires access to a range of equipment listed in the range of variables statement, currently used by the cultural industries.

Key Terms and Concepts • alteration techniques • carpentry and joinery • clean and maintain props • delicate materials • documentation • individual level of responsibility • labelling and coding of props • materials properties • measurements • occupational health and safety

(OHS) • production plans • props design and construction • relevant personnel • repair props • safe work practices • scale drawings • storage of props.



Assessment may take place on the job, off the job or a mix of both of these. However, assessment of this unit would most effectively be undertaken on the job due to the specific workplace environment requirements.


Assessment methods must include observation of performance during a series of practical demonstrations to establish consistency of performance.

A range of methods to assess the application of essential underpinning knowledge must support this and might include: • role play • work samples or simulated workplace activities • oral questioning/interview • projects/reports/logbooks • third party reports and authenticated prior achievements • portfolios of evidence.

This unit of competence applies to a range of industry sectors. The focus of assessment will depend on the industry sector. Assessment must be customised to meet the needs of the particular sector in which performance is being assessed. Assessment should only address those variable circumstances, listed in the range of variables statements, which apply to the chosen context.

The following evidence is critical to the judgement of competence in this unit: • the safe handling of hazardous materials and equipment.









Solving problems 1

Using technology 1



1 Identify stains or marks and maintain props

1.1 Check props items and identify any dirt, stains or marks.

Props may include: • hand props food and beverage, blood, gore etc • furniture • vehicles • equipment • costume props armour, weapons, jewellery • pre-production prototypes • mechanised props • cable controlled props • electrically controlled • pneumatically controlled props • special effects props.


Awareness of a range of props including: • furniture • vehicles • equipment • costume props • pre-production prototypes • mechanised props

- cable controlled - electrically controlled - pneumatically controlled

• special effects props • hand props.

1.2 Clean any props, ensuring that delicate or problem materials are serviced with care.


Enterprise/organisational procedures for maintenance of props including: • removal of dirt, stains, or marks • identification of required repairs. Awareness of a range of cleaning techniques including: • wiping • washing • brushing • steaming • use of cleaning agents


Understanding of the importance of following occupational health and safety (OHS) procedures including: • safe use of equipment • safe manual handling • use of hazardous substances • use of personal protective equipment (PPE) • lighting and ventilation • waste disposal.



Delicate materials requiring special care including: • paper • silk • satin • delicate finishes and paint effects • fragile materials.

1.3 Apply new paint to any required area of the prop item or refer to the relevant personnel, in accordance with individual level of responsibility.

Relevant personnel may include: • props designer • production designer • props department personnel • props supervisor/manager • props production staff • supervisor • head of department • director of photography • director • art director • production designer • production manager • producer • technical director • other technical staff • other specialist staff • floor manager.

1.4 Ensure that props are always accurately labelled, coded and stored as appropriate.


Issues relating to the storage of props including: • security • climatic affects • OHS considerations • stability • damage • rodents • accessibility. Information to be recorded on labels including: • use of prop in production • production used for • place of storage • special requirements.



2 Check and repair props items

2.1 Identify any faults, rips or breakages and complete minor repairs to props or refer to the relevant personnel, in accordance with individual level of responsibility.

Props may be constructed from: • timber • timber products, eg plywood, particle board,

craftwood • masonite • metal products, eg bars, tubes, sheets • moulded or cast metal • fibreglass • fabrics • plastics, eg moulded sheet • fabric • leather • paper products • plaster • mouldable materials • thermoplastic • polystyrene • fasteners • adhesives. Environments where props may be used and repaired include: • in a studio • on location - interior • on location - exterior • outside broadcast • day • night. Occupational and public health and safety legislative requirements may include: • commonwealth, state and territory

occupational health and safety regulations • relevant national and international standards,

guidelines and codes of practice, eg The Building Code of Australia

• relevant local government construction legislation and regulation.

Relevant personnel may include: • props designer • production designer • props department personnel • props supervisor/manage • props production staff

Learning experiences for the HSC must address: An understanding of the roles and responsibilities of personnel working in the organisation and their interrelationship including: • props department personnel • production designer • head of department • director of photography • directors • production manager • other technical/specialist staff • floor/stage manager. An awareness of the issues associated with repairing props in a range of environments including: • in a studio • on location

- interior - exterior

• outside broadcast • day • night. An understanding of the properties of a range of materials and their requirements for minor repairs including: • timber and timber products • metal products • plastics • fabric • paper products • plaster • leather • mouldable materials • fasteners • glues and adhesives. A basic understanding of OHS legislation. An awareness of safe work practices when working with tools and materials.



• supervisor • head of department • director of photography • director • art director • production designer • production manager • producer • technical director • other technical staff • other specialist staff • floor manager.

A basic knowledge of carpentry and joining skills.

2.2 Complete documentation in accordance with enterprise procedures.

Documentation may be: • computer generated • manually written • confirmation of receipt and dispatch notes • memos of instruction • descriptive props checklists • fault reports • stock reports • stock orders • props design • production schedules • running sheets • props schedule/plan • props breakdown lists • measurement charts • manufacture schedules • manufacturer's specifications/instructions • technical drawings • sketches • colour charts • paint colour formulas.

Learning experiences for the HSC must address: Importance of recording information: • clear • legible • accurate • concise • appropriate use of industry terminology and

abbreviations. A basic awareness of a range of manual and electronic documentation as relevant to the organisation including: • stock orders/reports • confirmation of receipt and dispatch notes • memos of instruction • descriptive props checklists • fault reports • props design • production schedules • running sheets • props/production schedule/plan • props breakdown lists • measurement charts • manufacture schedules • manufacturer's specifications/instructions • technical drawings • sketches • colour charts • paint colour formulas.



3 Make alterations to props

3.1 Liaise with relevant personnel to identify the required alterations.

Relevant personnel may include: • props designer • production designer • props department personnel • props supervisor/manager • props production staff • supervisor • head of department • director of photography • director • art director • production designer • production manager • producer • technical director • other technical staff • other specialist staff • floor manager.

3.2 Read and interpret any instructions for the required alterations.

Learning experiences for the HSC must address: Knowledge and understanding of production plans including: • three dimensional models • scale drawings • technical notes • stage plan hanging plot • props list • prop setting list • production schedule • call sheets • prompt copy • measurements.

3.3 Complete alterations to the prop or refer to the relevant personnel, in accordance with individual level of responsibility.

Techniques used may include: • moulding materials • painting materials • sculpting and other shaping methods • gluing • metalwork, eg cutting, welding, brazing • woodworking.

Occupational and public health and safety legislative requirements may include:

Learning experiences for the HSC must address: Knowledge of a range of techniques used for altering props including: • moulding materials • painting materials • sculpting and other shaping methods • glueing • metalwork • woodworking.



• commonwealth, state and territory occupational health and safety regulations

• relevant national and international standards, guidelines and codes of practice, eg The Building Code of Australia

• relevant local government construction legislation and regulation.

An understanding of the importance of safe work practices when completing alterations to props.

3.4 Complete documentation in accordance with enterprise procedures.

Documentation may be: • computer generated • manually written • confirmation of receipt and dispatch notes • memos of instruction • descriptive props checklists • fault reports • stock reports • stock orders • props design • production schedules • running sheets • props schedule/plan • props breakdown lists • measurement charts • manufacture schedules • manufacturer's specifications/instructions • technical drawings • sketches • colour charts • paint colour formulas.

Draft Entertainment Curriculum Framework March 2004 CUEPRP05A Make prop furniture 189


Title Make prop furniture HSC Requirements

and Advice

Unit code

CUEPRP05A

Unit Descriptor

This unit describes the skills and knowledge required to make a range of prop furniture, and would generally include the construction of trick furniture. This unit relates to the construction of furniture for use in a theatrical or event context and does not cover general furniture construction skills, which are found in the Furniture Training Package.


30

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • typical ways in which furniture may be used as a prop in different

production/event contexts • types of furniture that might be constructed and those most likely to be

acquired by other means • properties and applications of materials commonly used for prop furniture • techniques for trick furniture, including how to create a breakaway section • safety issues associated with the use of materials, tools and equipment for

furniture construction • literacy skills sufficient to interpret production documentation • numeracy skills sufficient to calculate measurements and quantities and to

interpret construction plans.

This unit has linkages to a range of other general technical and props construction units, and combined assessment and/or training with those units may be appropriate, for example: • CUESET17A - Develop props

construction plans to meet design requirements

• CUESET04B - Use research, innovation and experimentation to create props.

This unit requires access to: • equipment, tools and materials

used to construct prop furniture

• work area where prop furniture can be safely constructed.

Key Terms and Concepts • budget and other constraints • calculation of quantities • construction methods, techniques

and finishes • construction plans • occupational health and safety

(OHS) issues • production costs • production documentation • prop furniture • relevant colleagues • safe work practices • sources of props • tools and equipment • traditional and contemporary

materials • trick furniture.



The assessment context must provide for: • practical demonstration of skills through the creation of prop furniture

for a production/event • construction of furniture items within a commercially-realistic

timeframe.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • evaluation of furniture items constructed by the candidate in terms of

suitability for production and quality of finish • oral or written questioning to assess knowledge of safety issues and

particular construction techniques • case studies to assess ability to select different techniques to meet

varying production requirements • review of portfolios of evidence and third party workplace reports of


The following evidence is critical to the judgement of competence in this unit: • safe and correct use of techniques to make prop furniture • knowledge of the properties of materials used in the making of prop

furniture and the associated safety issues.



Collecting, organising and analysing information 1 Interpreting furniture construction plans.

Communicating ideas and information 2 Presenting ideas on how a requested breakaway effect could be achieved.

Planning and organising activities 2 Organising the construction of several items within a restricted timeframe.

Working with others and in teams 2 Discussing the best way to achieve the breakaway effect required.

Using mathematical ideas and techniques 1 Calculating measurements.

Solving problems 2 Developing a less expensive way of achieving the desire result.

Using technology 1 Using power tools.



1 Assess the need for prop furniture

1.1 Liaise with relevant colleagues to confirm props production requirements.


Relevant colleagues may include: • other props personnel • other workshop personnel, e.g. set builder,

scenic artist • technical colleagues, e.g. costume, lighting • designers • directors • performers.

Prop furniture may be: • weight-bearing • non weight-bearing • trick/breakaway.


Understanding of the importance of communicating with colleagues including: • other props personnel • other workshop personnel

- set builder - scenic artist

• technical colleagues - costume - lighting

• designers • directors • performers.

1.2 Read and correctly interpret the props production schedule, props specifications, lists and scale drawings when available.


Documentation to determine prop requirements including: • scripts • props production schedule • props specifications • props lists • scale and technical drawings.

1.3 Assess the precise nature of prop furniture requirements based on review of documentation and in consultation with relevant colleagues.

Prop furniture may be: • weight-bearing • non weight-bearing • trick/breakaway. Relevant colleagues may include: • other props personnel • other workshop personnel, e.g. set builder,

scenic artist • technical colleagues, e.g. costume, lighting • designers • directors • performers.


Knowledge of a range of prop furniture and their use including: • weight-bearing • non weight-bearing • trick/breakaway. A basic knowledge of: • the history of furniture • traditional and contemporary materials for the

manufacture of furniture • construction techniques for prop furniture

- weight-bearing - non weight-bearing - trick/breakaway.



Awareness of the roles, responsibilities and interrelationships of those working within the props workshop and the creative production team.

2 Select prop furniture construction techniques and equipment

2.1 Select the most appropriate furniture construction technique based on an analysis of how the prop is to be used, including whether the prop needs to be weight-bearing.

Nature of prop furniture and construction techniques may be impacted by: • number of times to be used • how the item will be used • proximity of audience • visibility by audience, e.g. only front will be

seen • style of rest of the set.


Considerations for the selection of construction methods, techniques and finishes for prop furniture including: • number of times to be used • how the item will be used • proximity of audience • visibility by audience

- full view - front view only

• style of rest of the set • materials • occupational health and safety (OHS) issues • special requirements

- trick furniture. Techniques for the production of trick furniture including breakaway sections. Sources of props including: • existing props stores • purchased from shops • modification of existing props • in-house construction.

2.2 Correctly identify any budgetary or other constraints when making furniture construction decisions.


An awareness of the costs involved in the construction of prop furniture including: • costs of materials • labour costs. A basic understanding of constraints relating to production schedules and workshop construction processes including: • time • location • skills • available materials.



2.3 Select correct tools, equipment and materials for prop furniture construction in accordance with construction plan.

Materials used for the creation of prop furniture may include: • timber • timber products, e.g. plywood, particle board,

craftwood • masonite • metal products, e.g. bars, tubes, sheets • moulded or cast metal • fibreglass • fabrics • plastics, e.g. moulded sheet • fabric • leather • paper products • plaster • mouldable materials • thermoplastic • polystyrene • fasteners • adhesives.


A range of tools and equipment including: • name • properties • use • potential hazards • safety precautions. A basic knowledge of the properties and use of a range of materials including: • timber and timber products • metal products • plastics • polystyrene • fabric • leather • paper products • plaster • mouldable materials • fasteners • glues and adhesives.

2.4 Calculate correct quantities of materials, avoiding wastage where possible.


Calculations of quantities of materials for prop furniture construction including: • a working knowledge of





3 Make prop furniture

3.1 Use techniques, tools and materials correctly and safely to create prop furniture items.

Tools and equipment for the creation of prop furniture would generally be the same as those used in general furniture construction.


A basic understanding of occupational health and safety (OHS) legislation and requirements.



Materials used for the creation of prop furniture may include: • timber • timber products, e.g. plywood, particle board,


Awareness of OHS safety issues and safe work practices involved in the construction of prop furniture, including those related to: • hazard identification and risk control • adequate lighting and ventilation • use of personal protective equipment (PPE) • safe use of hazardous substances • adherence to manufacturers instructions • reference to materials safety data sheets (MSDS).

3.2 Correctly interpret and follow furniture construction plans.

Nature of prop furniture and construction techniques may be impacted by: • number of times to be used • how the item will be used • proximity of audience • visibility by audience, e.g. only front will be

seen • style of rest of the set.

Learning experiences for the HSC must address: Construction requirements including: • size • shape • materials • joining techniques.

3.3 Check furniture in terms of required durability, quality of finish and suitability for production requirements.

3.4 Identify the needs for adjustments and action accordingly

3.5 Prepare items in readiness for finishing in accordance with production requirements

Preparation of items for finishing may include: • sanding • priming.

Learning experiences for the HSC must address: Awareness of finishing techniques in readiness for application of art finish including: • sanding • priming.

Draft Entertainment Curriculum Framework March 2004 CUEPRP07A Make props using mixed media 195


Title Make props using mixed media HSC Requirements

and Advice

Unit code

CUEPRP07A

Unit Descriptor

This unit describes the skills and knowledge required to interpret props production schedules and specifications, and to produce props for productions within the cultural industries. Media for props vary widely. This unit relates to the creation of props, which require the use of mixed media. As such, the unit builds on skills found in other props construction units.


30

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • detailed knowledge of the properties, applications and durability of

different types of materials that can be used for prop construction and how these can be combined

• legislative and organisational Occupational Health and Safety standards, including safe handling of hazardous materials

• the behaviour of various materials, finishes, painting techniques and colours under lighting

• the properties and characteristics of a variety of materials before and after art finishing

• general knowledge of the properties of materials used in props construction • environmental issues associated with tools and materials used in props • awareness of copyright, moral rights and intellectual property issues and

legislation • literacy skills sufficient to interpret production documentation • numeracy skills sufficient to calculate measurements and quantities and to

interpret construction plans.

This unit has linkages to a range of other props, sets and scenic art units and to units within the Visual Arts Craft and Design Training Package. Combined assessment and/or training with those units may be appropriate.

Assessment of this unit requires access to: • equipment and materials used

to make props • design specifications for

props.

Key Terms and Concepts • adjustments • calculation of measurements and

quantities • cleaning and maintenance • coding and labelling • construction plans • design concept • fireproofing • mixed media • occupational health and safety

(OHS) • production documentation • properties of materials • props construction methods and

techniques • props specifications • props storage • scale drawings • tools and equipment • visual effects



The assessment context must provide for: • practical demonstration of skills through the creation of mixed-media

props for a nominated production • involvement of and interaction with a production team to reflect the

collaborative nature of the production process. Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • direct observation of the candidate using techniques to create props • evaluation of items created by the candidate in terms of suitability of

construction methods and quality of finishing • oral or written questioning to assess knowledge of different techniques

and safety issues • review of portfolios of evidence and third party workplace reports of


The following evidence is critical to the judgement of competence in this unit: • use of safe techniques to create mixed-media props to meet production

requirements • detailed knowledge of the props construction process, the use of

different media and the effects that can be achieved.




Collecting, organising and analysing information 2 Interpreting production requirements.

Communicating ideas and information 2 Briefing colleagues on work requirements.

Planning and organising activities 3 Organising materials and equipment for multiple pieces of scenic art.

Working with others and in teams 2 Liaising with other production colleagues.

Using mathematical ideas and techniques 2 Calculating quantities of paint required.

Solving problems 2 Resolving a conflict with other workshop colleagues in relation to resource allocation.

Using technology 2 Using equipment.



1 Determine props requirements

1.1 Correctly interpret the props production schedule, props specifications, lists and scale drawings.


Props may include: • hand props, e.g. food and beverage, blood,

gore • furniture • vehicles • equipment • costume props, e.g. armour, weapons,

jewellery • pre-production prototypes • mechanised props • cable controlled props • electrically controlled • pneumatically controlled props • special effects props.

Documentation may be: • descriptive props checklists • fault reports • budgets • props design • scripts • production schedules • running sheets • props schedule/plan • props breakdown lists • measurement charts • operational/project plan • technical drawings • sketches • colour charts • paint colour formulas.


Sources of information to determine the props requirements for an entertainment event: • interpreting the script • communicating with the director, stage manager,

production manager and actors • props production schedule, props specifications

and props list • accessing appropriate documentation

- descriptive props checklists - budgets - props design - scripts - running sheets - props schedule/plan - measurement charts - operational/project plan.

An awareness of a range of props including: • hand props • furniture • vehicles • equipment • costume props • pre-production prototypes • mechanised props • special effects props.

1.2 Liaise with relevant personnel to confirm the props production requirements.

Relevant may include: • designers • performers • other props staff • supervisors • director of photography


Awareness of roles, responsibilities and interrelationships between personnel including: • props department personnel • production designer • head of department



• directors • producers • other technical staff.

• director of photography • directors • production manager • other technical/specialist staff • floor/stage manager.

1.3 Contemplate and consider props construction methods and techniques to ensure that correct visual interpretation of the production requirements is met through close liaison with relevant personnel.

Methods and techniques within this unit could be quite broad in nature and may include: • moulding • painting • sculpting and other shaping methods • gluing • metalwork, e.g. cutting, welding, brazing • woodworking.

Relevant may include: • designers • performers • other props staff • supervisors • director of photography • directors • producers • other technical staff.


Knowledge of a range of methods and techniques to construct props including: • moulding • painting • sculpting and other shaping methods • glueing • metalwork • woodworking. An awareness of the influences on the choices of methods and techniques to create visual effects including: • supervisor�s instructions • budget • time constraints • recyclable materials available • historical use of materials and methods for props

production • contemporary materials available • manufacturers� instructions.

2 Prepare for props production

2.1 Ensure that props construction meets the aesthetic requirements and provides the correct visual interpretation of the production requirements.


Understanding of the design concept through interpretation of: • script • design drawings • model box • props specifications • discussions with the creative production team • discussions with the supervisor. Awareness of the aesthetics of a range of materials and construction methods.



2.2 Determine the accurate measurements for the construction of the props item and make any alterations to the design scale drawings.


Calculation of quantities of materials for prop construction including: • a working knowledge of





2.3 Select and prepare the required equipment, tools and materials in accordance with the design and specification requirements.

Props must be constructed from a range of different media. Media may include: • timber • timber products, e.g. plywood, particle board,



An awareness of the use of a range of hand and power tools and equipment including: • name • properties • use • potential hazards • safety precautions.

A basic knowledge of the properties, use and visual effects of a range of media including: • timber and timber products • metal products • plastics • fabric • leather • paper products • plaster • mouldable materials • fasteners • glues and adhesives.

2.4 Determine the appropriate methods and techniques to be used for the production of the prop, in accordance with the design and specification requirements.

Methods and techniques within this unit could be quite broad in nature and may include: • moulding • painting • sculpting and other shaping methods


Considerations for the selection of construction methods, techniques and finishes for prop furniture including:



• gluing • metalwork, e.g. cutting, welding, brazing • woodworking.

• number of times to be used • how the item will be used • proximity of audience • visibility by audience


• style of rest of the set • materials used • OHS issues • special requirements.

Sources of props including: • existing props stores • purchased from shops • modification of existing props • in house construction.

3 Make props

3.1 Participate in ongoing discussions with appropriate personnel throughout the construction process, to ensure props design requirements are met.

Relevant may include: • designers • performers • other props staff • supervisors • director of photography • directors • producers • other technical staff.

Learning experiences for the HSC must address: Awareness of the roles, responsibilities and interrelationships of those working within the props workshop and the creative production team.

3.2 Construct the props items using the selected materials, construction techniques and finishes.

Props must be constructed from a range of different media. Media may include: • timber • timber products, e.g. plywood, particle board,

Learning experiences for the HSC must address: An awareness of a range of enterprise procedures for the construction of props.

3.3 Follow appropriate safety procedures throughout the construction process in accordance with organisational and legislative requirements.

craftwood • masonite • metal products, e.g. bars, tubes, sheets • moulded or cast metal • fibreglass • fabrics • plastics, e.g. moulded sheet • fabric • leather • paper products • plaster • mouldable materials • thermoplastic

Learning experiences for the HSC must address: A basic understanding of occupational health and safety (OHS) legislation.

Awareness of OHS safety procedures involved in the construction of prop furniture, including those related to: • hazard identification and risk control • adequate lighting and ventilation • use of personal protective equipment (PPE) • safe use of hazardous substances • adherence to manufacturers instructions • reference to materials safety data sheets (MSDS).



3.4 Participate in any ongoing production technique trials to establish the best results during the production of the props items, including: - colour mixes - textures - materials - construction techniques - construction of prototypes - painting styles.

• polystyrene • fasteners • adhesives.

Methods and techniques within this unit could be quite broad in nature and may include: • moulding • painting • sculpting and other shaping methods • gluing • metalwork, e.g. cutting, welding, brazing

woodworking.

3.5 Correctly label and code all partially finished props items for identification during the production phase.


Information to be recorded including: • entertainment production for prop use • production team • requirements to be finished • date to be finished by.

3.6 Store the partially finished props items during the production phase to avoid loss or damage.


Issues relating to the storage of props including: • security • climatic affects • OHS considerations

- stability - manual handling

• damage • accessibility • rodents • space considerations.

4 Finish and check mixed media props

4.1 Complete required fireproofing in accordance with occupational and public health and safety legislation requirements.


Awareness of legislative requirements for fireproofing and methods of fireproofing props items.

4.2 Liaise with relevant personnel to evaluate and check the props items for accuracy and compliance with design and production specification requirements.



4.3 Identify and make any necessary adjustments in accordance with discussions, making accurate changes to relevant documentation.

4.4 Correctly label and code all props elements for identification during the production.


Awareness of methods to correctly label and code all props elements for identification during the production, including: • catalogues • written labels • computer lists.

4.5 Store the props in accordance with organisational procedures.

4.6 Clean, maintain and store tools, equipment and materials in accordance with relevant workplace and safety requirements.


Enterprise procedures for cleaning and maintenance including: • removal of dirt or marks • identification of required repairs.

Awareness of a range of cleaning techniques including: • wiping • washing • brushing • steaming • use of cleaning agents


Understanding of the importance of following OHS procedures including: • safe use of equipment • safe manual handling • safe storage • use of hazardous substances • use of PPE • lighting and ventilation • waste disposal.

Draft Entertainment Curriculum Framework March 2004 CUESCE05A Apply a general knowledge of scenic art 203


Title Apply a general knowledge of scenic art HSC Requirements

and Advice

Unit code

CUESCE05A

Unit Descriptor

This unit describes the foundation skills and knowledge required to use a range of techniques, materials and equipment for the production of scenic art. As such the unit covers general knowledge and the application of basic techniques. A person working under supervision would generally undertake this role.


15

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • the general scope of scenic art items that may be required for different

types of production • general understanding of the scenic art design process and how it relates to

other production aspects • the role of scenic art in theatre, film, TV and other contexts, e.g. corporate • general understanding of the range of equipment and techniques used in

scenic art • general knowledge of the range of materials used in scenic art, including

paints and cloths and their major properties and applications • overview of basic colour theory • safety and environmental issues and legislation associated with the

production of scenic art • literacy skills sufficient to interpret production documentation and read

product labels • numeracy skills sufficient to calculate quantities of materials and take basic

measurements.

This unit underpins all other scenic art units and also has linkages to units within the Visual Arts Craft and Design Training Package. Combined assessment and/or training with those units would be appropriate.

This unit requires access to: • materials, tools and equipment

commonly used in scenic art production

• a work space in which scenic art can be produced.

Key Terms and Concepts • basic colour theory • calculation of quantities • cooperative work practices • design specifications • occupational health and safety

(OHS) • painting techniques • personnel • preparation techniques • scale • scenic art elements • scenic art production techniques • scenic art sequencing • tools and equipment • traditional and contemporary

materials • visual effect • waste minimisation.



The assessment context must provide for: • practical demonstration of skills through the use of techniques,

materials and equipment to contribute to scenic art production.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • direct observation of the candidate using particular techniques, tools

and equipment • review of items prepared by the candidate in terms of quality of

finish/readiness for painting • oral or written questioning to assess knowledge of materials and safety

issues • review of portfolios of evidence and third party workplace reports of


The following evidence is critical to the judgement of competence in this unit: • ability to safely use scenic art techniques, materials and equipment • knowledge of the properties and applications of different materials,

tools and equipment used in scenic art production.



Collecting, organising and analysing information 1 Reading and interpreting safety instructions on paint labels.

Communicating ideas and information 1 Advising colleagues when a hazardous substance is about to be used.

Planning and organising activities 1 Preparing tools and equipment.

Working with others and in teams 1 Liaising with supervisor on work requirements.

Using mathematical ideas and techniques 1 Calculating quantities of materials.

Solving problems 1 Responding to a situation where paint is not binding to material.

Using technology 1 Using tools to cut scenic art cloths.



1 Make preparations for scenic art production

1.1 Liaise with supervisor to determine the nature of scenic art to be created.


Scenic art elements may include: • rostra • flats • treads • stairs • flooring and floor cladding • rakes • scaffolding • flown pieces • soft drapes • cycloramas • back drops • drops • large props, e.g. furniture.

Learning experiences for the HSC must address: Understanding of the use of scenic art elements in a range of entertainment productions. An awareness of a range of scenic art elements including: • rostra • flats • treads • stairs • flooring and floor cladding • rakes • scaffolding • flown pieces • soft drapes • cycloramas • back drops • drops • furniture. An awareness of the roles and responsibilities of personnel working in the organisation and their interrelationship including: • production manager • designers • supervisors • scenic art department personnel • other technicians. An awareness of scenic art design specifications including: • script • model box • drawings and diagrams • computer-aided design • theatre plan.

1.2 Correctly identify and select appropriate materials for scenic art production in accordance with instructions and the intended use for the piece.

Materials used may include: • water-based paints • dyes • solvent-based paints • texture mediums


Considerations for the selection of materials for scenic art production: • required visual effect • basic colour theory



• fire retardant • stains • adhesives • primer.

• historical use of materials • traditional and contemporary materials available • quality of finish • manufacturers� instructions. An awareness of the properties and use of a range of materials including: • water- and solvent-based paints • dyes • texture mediums • fire retardant • stains • adhesives • primer.



Calculation of quantities of materials for scenic art production including: • a working knowledge of





1.4 Select appropriate equipment and tools in accordance with materials being used and type of scenic art.

Scenic art equipment may include: • brushes • dyeing facilities • spray guns • cutting boards and tables • scissors and cutters • stamps • rollers • hopper gun • graining combs • sponges


An awareness of a range of preparation techniques and construction processes for scenic art including: • cutting and construction of cloths • priming of materials • preparation of paints • mixing colours • stretching cloths.

An awareness of the use of a range of hand and power tools including:



• glue guns • tools, e.g. wire cutters, hammers, pliers • tacks • hammers • charcoal sticks.

Materials used may include: • water-based paints • dyes • solvent-based paints • texture mediums • fire retardant • stains • adhesives • primer.

• name • properties • use • potential hazards • safety precautions. General features and use of scenic art equipment including: • brushes • dyeing facilities • spray guns • cutting boards and tables • scissors and cutters • stamps • rollers • hopper gun • graining combs • sponges • glue guns • tacks • hammers • charcoal sticks • aerosols • transparencies • overhead projectors.

2 Complete tasks using scenic art tools, equipment and materials

2.1 Correctly and safely use techniques for the production of scenic art.

Requirements for scenic art may include a vast range, but techniques at this level would generally include: • preparation and priming of materials • construction of scenic art cloths • use of basic painting techniques.


A basic understanding of occupational health and safety (OHS) legislation and safe work practices when working with tools and materials. Techniques for painting: • on the floor • vertically.

2.2 Complete production processes in a logical manner.

2.3 Follow appropriate safety procedures throughout the process in accordance with organisational and legislative


Understanding of the importance of following OHS



requirements. procedures including: • safe use of equipment • safe manual handling • use of hazardous substances • use of personal protective equipment (PPE) • lighting and ventilation • use of fire retardants • waste disposal.

2.4 Work co-operatively with other team members to ensure efficiency and quality in the production process.


Strategies to promote cooperative work environments including: • good communication • mutual respect • understanding roles and responsibilities • teamwork • time management • seeking help/assistance when needed • application of workplace policies and procedures.

2.5 Identify any problems with processes promptly and take appropriate action within the scope of individual responsibility.


The importance of acting within level of authority in terms of: • taking initiative • problem-solving • decision-making.

Draft Entertainment Curriculum Framework March 2004 CUESCE06A Use scenic art painting techniques 209


Title Use scenic art painting techniques HSC Requirements

and Advice

Unit code

CUESCE06A

Unit Descriptor

This unit describes the skills and knowledge required to use a range of painting techniques required for the production of scenic art. Techniques would vary but would generally include a limited range. Work would generally be carried out under supervision. This unit builds on the unit CUESCE05A - Apply a general knowledge of scenic art, and underpins other units which focus on the use of more advanced techniques to create special effects and the use of experimentation.


25

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • painting techniques used in scenic art, including the effects achieved by

different techniques and the application of techniques to different contexts • colour theory and paint mixing techniques • properties and applications of different paints and materials • environmental and safety issues and legislation associated with materials,

tools and equipment for the range of techniques • literacy skills sufficient to interpret production documentation • numeracy skills sufficient to calculate quantities and take measurements.

It is highly recommended that this unit be assessed with or after the following units: • CUESCE05A - Apply a

general knowledge of scenic art

• CUVDES01A - Apply colour theory in response to a brief.

This unit also has linkages to a range of other scenic art units, and combined assessment and/or training would be appropriate.

Assessment of this unit requires access to: • painting materials, tools and

equipment used for scenic art • a workspace in which scenic

art can be produced.

Key Terms and Concepts • budget • calculation of quantities • colour theory • hazardous items • manufacturer�s instructions • occupational health and safety

(OHS) • organisation of work space • paint mixing techniques • painting techniques • paints and materials • personal protective equipment (PPE) • personnel • production schedule • safe work practices • scenic art elements • tools and equipment • visual effect • waste minimisation.



The assessment context must provide for: • practical demonstration of skills through the production of a piece of

scenic art using nominated painting techniques.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • direct observation of the candidate using particular techniques • evaluation of scenic art pieces produced by the candidate • oral or written questioning to assess knowledge of applications of

different techniques • review of portfolios of evidence and third party workplace reports of


The following evidence is critical to the judgement of competence in this unit: • safe and correct use of painting techniques which result in scenic art

which meets production requirements • knowledge of the properties of paints and equipment used in scenic art

and the associated safety issues.



Collecting, organising and analysing information 1 Reading production documentation.

Communicating ideas and information 1 Advising colleagues about different options for finishes.

Planning and organising activities 1 Preparing tools and equipment.

Working with others and in teams 1 Discussing options.

Using mathematical ideas and techniques 1 Calculating quantities of materials.

Solving problems 1 Making adjustments to material quantities to address problems.

Using technology 1 Using a range of brushes and rollers.



1 Select scenic art painting techniques

1.1 Correctly identify and select techniques required to produce the desired effect in accordance with production requirements.


Scenic art elements may include: • rostra • flats • treads • stairs • flooring and floor cladding • rakes • scaffolding • flown pieces • soft drapes • cycloramas • back drops • drops • large props, e.g. furniture. Within this unit scenic art painting techniques may include: • scumbling • sponging • spattering • flogging • puddling • stippling • rag rolling • wood graining • marbling. Relevant colleagues may include:

Learning experiences for the HSC must address: An awareness of a range of scenic art elements including: • rostra • flats • treads • stairs • flooring and floor cladding • rakes • scaffolding • flown pieces • soft drapes • cycloramas • back drops • drops • furniture. Understanding of the use of a range of techniques to produce the desired visual effect for scenic art including: • scumbling • sponging • spattering • flogging • puddling • stippling • rag rolling • wood graining • marbling.

1.2 Confirm techniques in consultation with relevant colleagues.

• other scenic artists • supervisors • designers • other technicians.

Learning experiences for the HSC must address: An awareness of the roles, responsibilities and interrelationships between personnel in a production including: • production manager • designers • supervisors • scenic artist department personnel • other technicians.



1.3 Select appropriate materials, tools and equipment to support the selected techniques.

Materials used may include: • water-based paints • dyes • solvent-based paints • texture mediums • fire retardant • stains • adhesives • primer.

Scenic art equipment may include: • brushes • dyeing facilities • spray guns • cutting boards and tables • scissors and cutters • stamps • rollers • hopper gun • graining combs • sponges • glue guns • tools, e.g. wire cutters, hammers, pliers • tacks • hammers • charcoal sticks • measuring tapes • conversion tables.


An awareness of the properties and use of a range of materials including: • water- and solvent-based paints • dyes • texture mediums • fire retardant • stains • adhesives • primer.

Considerations for the selection of materials for scenic art production: • required visual effect • traditional and contemporary materials available • manufacturers� instructions.

An awareness of the use of a range of hand and power tools including: • name • properties • use • potential hazards • safety precautions.

General features and use of scenic art equipment including: • brushes • dyeing facilities • spray guns • cutting boards and tables • charcoal sticks • scissors and cutters • stamps • rollers • hopper gun • graining combs • sponges • glue guns • hammers • tacks • aerosols • transparencies. • overhead projector.



1.4 Calculate correct quantities of materials and minimise waste where possible.

Learning experiences for the HSC must address: Calculation of quantities of materials for scenic art production including: • a working knowledge of





2 Prepare equipment and materials

2.1 Safely prepare equipment and materials selected for the task, taking account of requirements for any hazardous items.

Learning experiences for the HSC must address: A basic understanding of occupational health and safety (OHS) legislation and safe work practices when working with tools and materials. Understanding of the importance of following OHS procedures including: • safe use of equipment • safe manual handling • use of hazardous substances • risk analysis and hazard control • use of personal protective equipment (PPE) • lighting and ventilation • use of fire retardants • waste disposal • observing manufacturers� instructions.

2.2 Test and mix colours to meet production requirements.


A basic understanding of colour theory and the effects created by mixing colours.

2.3 Organise work space in a manner which maximises efficiency for the painting process.


Procedures for organising work space accounting for environmental variations including:



• preparation of materials • painting of materials • drying of materials Considerations for the organisation of work space including: • space • duration of access to space • other work requirements • quantity of materials and equipment • storage and drying time for large pieces • environmental conditions.

3 Use scenic art painting techniques

3.1 Safely and correctly apply a range of scenic art painting techniques to achieve the desired result.

Within this unit scenic art painting techniques may include: • scumbling • sponging • spattering • flogging


Techniques for painting:

• on the floor • vertically.

3.2 Test and adjust painting techniques where appropriate.

• puddling • stippling • rag rolling • wood graining • marbling.

Draft Entertainment Curriculum Framework March 2004 CUFSCE05A Repair, maintain and alter scenic art 215


Title Repair, maintain and alter scenic art HSC Requirements

and Advice

Unit code

CUFSCE05A

Unit Descriptor

This unit describes the skills and knowledge required to clean, repair and alter scenic art elements for any production within the cultural industries, ensuring that they are well maintained at all times.


25

Evidence Guide


and Advice

Assessment must include evidence of essential knowledge of, and skills in, the following areas: • interpreting written and verbal construction specifications and instructions • interpreting scale drawings • interpreting measurements • working as part of a team • safe handling of hazardous materials • maintaining a clean and safe work area • understanding of the scenic art design process • knowledge of the range of materials used in scenic art including paints and

cloths • ability to use a range of equipment used in scenic art.

This unit has linkages to the following units and combined training delivery and/or assessment may be appropriate: • CUFSCE03A - Prepare and

prime scenic art cloths.

Assessment requires access to a range of equipment listed in the range of variables statement, currently used by the cultural industries.

Key Terms and Concepts • alterations • cleaning and maintenance • cleaning products • cloths • communication • consultation • documentation • faults • hazardous materials • labelling • materials and equipment • measurements • occupational health and safety

(OHS) • personnel • problem-solving • roles and responsibilities • scale drawings • scenic art • scenic art elements • scenic effect • storage.



Assessment may take place on the job, off the job or a mix of both of these. However, assessment of this unit would most effectively be undertaken on the job due to the specific workplace environment requirements.


Assessment methods must include observation of performance during a series of practical demonstrations to establish consistency of performance.

A range of methods to assess the application of essential underpinning knowledge must support this and might include: • role play • work samples or simulated workplace activities • oral questioning/interview • projects/reports/logbooks • third party reports and authenticated prior achievements • portfolios of evidence.

This unit of competence applies to a range of industry sectors. The focus of assessment will depend on the industry sector. Assessment must be customised to meet the needs of the particular sector in which performance is being assessed. Assessment should only address those variable circumstances, listed in the range of variables statements, which apply to the chosen context.

The following evidence is critical to the judgement of competence in this unit: • the safe handling of hazardous materials and equipment.









Solving problems 1

Using technology 1



1 Identify stains or marks and maintain scenic art elements

1.1 Check scenic art elements and identify any dirt or marks

Scenic art elements may include: • rostra • flats • treads • stairs • flooring and floor cladding • rakes • scaffolding • flown pieces • soft drapes • cycloramas • back drops • drops • large props, eg furniture

Cloths may include: • canvas • gauze • nessle • wool • silk • velour • synthetic fabrics


An awareness of a range of scenic art elements including: • rostra • flats • treads • stairs • flooring and floor cladding • rakes • scaffolding • flown pieces • soft drapes • cycloramas • back drops • drops • furniture. Awareness of the properties of a range of cloths used in scenic art including: • canvas • gauze • nessle • wool • silk • velour • synthetic fabrics • MDF • wood • plastics. Enterprise/organisation procedures for maintenance of props including: • removal of dirt, stains, or marks • identification of required repairs.

1.2 Clean any elements, ensuring that delicate or problem materials are serviced with care

Materials used may include: • water-based paints • dyes • solvent-based paints • texture mediums


An awareness of a range of cleaning agents, detergents and chemicals used to clean scenic art elements.



• fire retardant • stains • adhesives • primer • cleaning agents

Occupational and public health and safety legislative requirements may include: • commonwealth, state and territory

occupational health and safety regulations • relevant national and international standards,

guidelines and codes of practice, eg The Building Code of Australia

• relevant local government construction legislation and regulation

Delicate materials requiring special care including: • paper • silk • satin • delicate finishes and paint effects • fragile materials. Awareness of a range of cleaning techniques including those for delicate materials: • wiping • washing • brushing • steaming • spot cleaning • use of cleaning agents


Understanding of the importance of following occupational health and safety (OHS) procedures including: • safe use of equipment • safe manual handling • use of hazardous substances • use of personal protective equipment (PPE) • lighting and ventilation • waste disposal.

1.3 Apply new paint to any required area of the scenic art element or refer to the relevant personnel, in accordance with individual level of responsibility

Relevant personnel may include: • scenic art designer • production designer • scenic art department personnel • scenic art supervisor/manager • scenic art production staff • supervisor • head of department • director of photography • director • producer • technical director • other technical staff • other specialist staff • floor manager


Knowledge of a range of different types of paint and techniques for their application including: • water- and solvent-based paints • dyes and stains • texture mediums • primer. Equipment for paint application including: • brushes • dyeing facilities • spray guns • stamps • rollers



Scenic art equipment may include: • brushes • dyeing facilities • spray guns • cutting boards and tables • scissors and cutters • stamps • rollers • hopper gun • graining combs • sponges • glue guns • tools, eg wire cutters, hammers, pliers • tacks • charcoal sticks • measuring tapes • conversion tables

• graining combs • sponges • glue guns.


An awareness of the roles and responsibilities of personnel working in the organisation and their interrelationship including: • scenic art designer • production designer • scenic art department personnel • supervisor • head of department • director of photography • director • technical director • other technical/specialist staff • floor/stage manager.

1.4 Ensure that elements are always accurately labelled, coded and stored as appropriate


Information to be recorded on labels including: • use of scenic art element in production • production used for • place of storage • special requirements.

Issues relating to storage including: • security • climatic affects • OHS considerations • stability • damage • rodents • accessibility.

2 Check and repair scenic art elements

2.1 Identify any faults, rips or tears and complete minor repairs to scenic art or refer to the relevant personnel, in

Scenic art equipment may include: • brushes • dyeing facilities

Learning experiences for the HSC must address: An awareness of the issues associated with repairing scenic art elements in a range of



accordance with individual level of responsibility

• spray guns • cutting boards and tables • scissors and cutters • stamps • rollers • hopper gun • graining combs • sponges • glue guns • tools, eg wire cutters, hammers, pliers • tacks • charcoal sticks • measuring tapes • conversion tables

Materials used may include: • water-based paints • dyes • solvent-based paints • texture mediums • fire retardant • stains • adhesives • primer • cleaning agents

Cloths may include: • canvas • gauze • nessle • wool • silk • velour • synthetic fabrics

Environments where scenic art may be used and repaired include: • in a studio • on location - interior • on location - exterior • outside broadcast • day • night

environments including: • in a studio • on location

- interior - exterior

• outside broadcast • day • night. Problem-solving strategies related to scenic art modifications and repairs: • identifying fault/s • possible solution/s • consultation with colleagues and supervisor • taking appropriate action to rectify the fault in

accordance with supervisor�s recommendation. A basic understanding of a range of techniques to complete minor repairs to scenic art elements. Equipment for repairs and maintenance including: • cutting boards and tables • scissors and cutters • hopper gun • glue guns • hand tools • tacks • charcoal sticks • measuring tapes • conversion tables. Safe work practices for working with tools and materials.



2.2 Complete documentation in accordance with enterprise procedures

Documentation may be: • computer generated • manually written • confirmation of receipt and dispatch notes • memos of instruction • descriptive scenic art checklists • fault reports • stock reports • stock orders • scenic art design • production schedules • running sheets • scenic art schedule/plan • scenic art breakdown lists • measurement charts • manufacture schedules • manufacturer's specifications/instructions • technical drawings • sketches • colour charts • paint colour formulas


Documentation methods for: • use of scenic art elements • operational faults and malfunctions • completed maintenance • repairing tasks and outcomes. Importance of recording information that is: • clear • legible • accurate • concise • contains appropriate use of industry terminology

and abbreviations. Awareness of a range of manual and electronic documentation relevant to the organisation including: • confirmation of receipt and dispatch notes • memos of instruction • descriptive scenic art checklists • fault reports • stock reports • stock orders • scenic art design • production schedules • running sheets • scenic art schedule/plan • scenic art breakdown lists • measurement charts • manufacture schedules • manufacturer's specifications/instructions • technical drawings • sketches • colour charts • paint colour formulas.

3 Make alterations to scenic art

3.1 Liaise with relevant personnel to identify the required alterations

Relevant personnel may include: • scenic art designer • production designer



3.2 Read and interpret any instructions for the required alterations

• scenic art department personnel • scenic art supervisor/manager • scenic art production staff • supervisor • head of department • director of photography • director • producer • technical director • other technical staff • other specialist staff • floor manager

Documentation may be:


Knowledge and understanding of production plans including: • three dimensional models • scale drawings • technical notes • scenic art breakdown lists • descriptive scenic art checklists • scenic art design • measurement charts • production schedule • measurements.

3.3 Complete alterations to scenic art or refer to the relevant personnel, in accordance with individual level of responsibility

• computer generated • manually written • confirmation of receipt and dispatch notes • memos of instruction • descriptive scenic art checklists • fault reports • stock reports • stock orders


Awareness of a range of techniques used to undertake alterations to scenic art considering: • quality • personal safety • time constraints.

3.4 Complete documentation in accordance with enterprise procedures

• scenic art design • production schedules • running sheets • scenic art schedule/plan • scenic art breakdown lists • measurement charts • manufacture schedules • manufacturer's specifications/instructions • technical drawings • sketches • colour charts • paint colour formulas

Scenic art equipment may include: • brushes • dyeing facilities • spray guns • cutting boards and tables • scissors and cutters • stamps • rollers



• hopper gun • graining combs • sponges • glue guns • tools, eg wire cutters, hammers, pliers • tacks • charcoal sticks • measuring tapes • conversion tables

Materials used may include: • water-based paints • dyes • solvent-based paints • texture mediums • fire retardant • stains • adhesives • primer • cleaning agents

Draft Entertainment Curriculum Framework March 2004 CUESET05B Apply set construction techniques 224


Title Apply set construction techniques HSC Requirements

and Advice

Unit code

CUESET05B

Unit Descriptor

This unit describes the skills and knowledge to apply basic carpentry skills to the construction of sets within any production in the cultural industries. As such it focuses on the particular materials and techniques used to create simple set elements such as flats and treads. A person working under supervision would generally undertake this role. Skills working with hand and power tools would be required to complete this unit.


30

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • terminology used in set construction, including types of scenery, joints and

fixing systems • stage geography terminology • particular types of materials used for set construction, rationale for

selection of these materials and their properties, applications and durability • particular techniques used in set construction and rationale, including

common types of joints and assembly techniques • safety issues associated with the construction of sets, including various

fireproofing techniques for different materials • format and meaning of technical drawings used to inform set construction • organisational and legislative Occupational Health and Safety

requirements, in particular with regard to safe manual handling techniques and working with hazardous substances

• literacy skills sufficient to interpret safety instructions • numeracy skills sufficient to calculate quantities and take measurements.

This unit has linkages with a range of other general building and construction units and set construction units. It is strongly recommended that this unit be assessed with or after the following units: • BCGBM1005B - Carry out

measurements and calculations or equivalent unit

• MEM18.1AB - Use hand tools.

Assessment of this unit requires access to: • materials, tools and equipment

required to construct simple set elements

• a workspace in which construction can take place.

Key Terms and Concepts • assembly techniques • communication • construction techniques • fireproofing • hazardous materials • joints • material properties • material selection • occupational health and safety

(OHS) • problem-solving • quantities and measurements • set elements • stage geography • teamwork • technical drawings • tools and equipment • waste minimisation.



The assessment context must provide for: • practical demonstration of skills through construction of set elements

on more than one occasion • completion of set construction tasks within realistic workplace

timeframes.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • direct observation of the candidate using techniques to construct set

elements • evaluation of items constructed by the candidate in terms of quality

finishing and appropriate structural soundness • oral or written questioning to assess knowledge of set construction and

stage geography terminology • portfolios of evidence and third party workplace reports of on-the-job



The following evidence is critical to the judgement of competence in this unit: • understanding of the properties, applications and durability of different

types of materials that can be used to make set elements • correct and safe use of techniques to construct simple set elements.




Collecting, organising and analysing information 1 Working out quantities of materials required.

Communicating ideas and information 1 Asking for directions from supervisor.

Planning and organising activities 1 Organising tools and equipment for a specific job.

Working with others and in teams 1 Discussing task allocation with colleagues.


Solving problems 1 Identifying the need for adjustments.

Using technology 1 Using power tools.



1 Select equipment and materials for set construction

1.1 Liaise with supervisor to determine the nature of set construction requirements.


Set construction techniques at this level would generally involve construction of the following: • flats • treads • braces • flown pieces • doors built into a flat • windows built into a flat.


General function and use of a range of set elements to be constructed including: • flats • treads • braces • flown pieces • doors/windows built into a flat. Set requirements for an entertainment event including: • interpreting the script • communicating with the director, stage manager,

production manager and actors • following a set production schedule, sets

specifications and sets list • scale and technical drawings • accessing appropriate documentation


A basic understanding of stage geography.

1.2 Correctly identify and select appropriate materials for set construction in accordance with supervisor's instructions.

Set materials may include: • timber • timber products • particle board • craftwood, Masonite, plywood • metal products, e.g. bars, tubes, sheets,

moulded or cast metal • fibreglass, canvas and other fabrics • plastics, e.g. moulded • sheet • fabric • paper • fasteners • adhesives.


General knowledge of the properties, use and visual effects of a range of materials including: • timber and timber products • metal products • fabrics • plastics • paper products • fasteners • glues and adhesives.





An understanding of the importance of accuracy in the interpretation of measurements.

Calculation of quantities of materials for set construction including: • a working knowledge of





1.4 Select appropriate equipment and tools in accordance with materials being used and type of set construction required.


An awareness of a range of hand and power tools and equipment including: • properties • use • potential hazards • safety precautions.

2 Use set construction techniques

2.1 Correctly use techniques to construct set elements.

Appropriate techniques may include: • timber construction techniques, e.g. cutting • joining • fastening • gluing • metalworking, e.g. welding, cutting.

Occupational and public health and safety legislative requirements may include: • Commonwealth, State and Territory

Occupational Health and Safety regulations • relevant national and international standards,

guidelines and codes of practice, e.g. the Building Code of Australia

• relevant local government legislation and regulation.


Knowledge of a range of methods and techniques to construct sets including: • timber construction • joining techniques • assembly techniques • fastening • gluing • metalworking.

Considerations for the selection of construction methods and techniques for sets including: • number of times to be used • how the item will be used • proximity of audience • audience visibility




• style of rest of the set • materials used • occupational health and safety (OHS) issues • special requirements. A basic awareness of legislative requirements for fireproofing and methods of fireproofing sets.

2.2 Complete the set construction process in a logical manner.

2.3 Follow appropriate safety procedures throughout the set construction process in accordance with organisational and legislative requirements.


A basic understanding of OHS legislation. Awareness of OHS safety procedures involved in the construction of sets, including those related to: • hazard identification and risk control • adequate lighting and ventilation • safe manual handling • use of personal protective equipment (PPE) • safe use of hazardous substances • adherence to manufacturer�s instructions • reference to materials safety data sheets (MSDS).

2.4 Work co-operatively with other team members to ensure efficiency and quality in the set construction process.


An awareness of the roles and responsibilities of personnel working in the organisation and their interrelationships including: • other set construction personnel • directors • producers • production manager • other technical staff • designers. Awareness of the need to work collaboratively as part of a team.



2.5 Identify any problems with the set construction process promptly and take appropriate action within the scope of individual responsibility.


The importance of acting within level of authority in terms of: • taking initiative • problem-solving • decision-making. Realistic solutions to a range of potential faults: • prior to production • during performance.

Draft Entertainment Curriculum Framework March 2004 CUFSET03B Make sets 230


Title Make sets HSC Requirements

and Advice

Unit code

CUFSET03B

Unit Descriptor

This unit describes the skills and knowledge required to interpret set construction schedules and specifications, and to produce sets for any production within the cultural industries. It builds on the skills found in the unit CUESET05B - Apply set construction techniques, to include the full construction of a wider range of set elements and liaison with other technical and creative personnel. This unit also underpins units that focus on set construction planning and the use of experimentation to meet design requirements.


30

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • the format, features and meanings of technical specifications, instructions

and drawings to a level that enables these to be used to determine construction requirements

• detailed knowledge of the range of set elements required for various cultural productions

• current and emerging technology available for set construction • construction techniques for set elements as detailed within the Range

Statement • the behaviour of various materials, finishes, painting techniques and

colours under lighting and other production conditions • the properties and characteristics of a variety of materials before and after

art finishing • legislative and organisational Occupational Health and Safety standards

particularly in relation to set construction • safe handling techniques for hazardous materials typically used in set

construction • awareness of copyright, moral rights and intellectual property issues and

legislation • literacy skills sufficient to interpret production documentation • numeracy skills sufficient to calculate measurements.

It is strongly recommended that this unit be assessed with or after the following units: • CUESET05B - Apply set

construction techniques • MEM18.1AB - Use hand

tools.

This unit also has linkages to a range of other general technical and set construction units.

Assessment of this unit requires access to: • materials, equipment and tools

required to construct a range of set elements

• venue/location in which sets can be constructed

• set specifications and drawings.

Key Terms and Concepts • construction techniques • documentation • fireproofing • hazardous materials • labelling and storage • measurements • occupational health and safety

(OHS) • personnel • production schedule • production timelines • scale drawings • set design • set elements • set specifications • technology • tools and equipment.



The assessment context must provide for: • practical demonstration of skills through the construction of sets for an

actual production • construction of more than one set for more than one production • involvement of and interaction with a team to reflect the collaborative

nature of the construction process.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • evaluation of sets created by the candidate in terms of quality

construction and adherence to specifications • case studies to assess ability to determine construction techniques for a

range of different set requirements • oral or written questioning to assess knowledge of materials, safety

issues and construction techniques • portfolios of evidence and third party workplace reports of on-the-job



The following evidence is critical to the judgement of competence in this unit: • ability to interpret specifications correctly to determine appropriate

construction techniques for a range of sets • correct and safe use of techniques and processes to realise the creation

of a complete set • in-depth knowledge and understanding of the properties, applications

and durability of different types of materials used to make set elements.


Key competencies Level Examples Collecting, organising and analysing information 2 Interpreting production requirements.

Communicating ideas and information 2 Briefing colleagues on work requirements.

Planning and organising activities 3 Organising materials and equipment for multiple pieces of scenic art.

Working with others and in teams 2 Liaising with other production colleagues.

Using mathematical ideas and techniques 2 Calculating quantities of paint required.

Solving problems 2 Resolving a conflict with other workshop colleagues in relation to resource allocation.

Using technology 2 Using equipment.



1 Determine set requirements

1.1 Correctly interpret the set production schedule, set specifications, lists and scale drawings.


Set items may include: • rostra • treads • stairs • flooring and floor cladding • rakes • scaffolding • flown pieces • cycloramas • traps • revolves • trucks • lifts • hydraulics • pneumatics • electrical and mechanical winches • special effects sets • automated and animatronic devices.


General function and use of a range of set elements including: • rostra • treads • stairs • flooring and floor cladding • rakes • scaffolding • flown pieces • cycloramas • traps • revolves • trucks • lifts • hydraulics • pneumatics • electrical and mechanical winches • special effects sets • automated and animatronic devices. Determining set requirements for an entertainment event including: • interpreting the script • communicating with the director, stage manager,

production manager and actors • following a set production schedule, sets

specifications and sets list • scale and technical drawings • accessing appropriate documentation


A basic awareness of copyright, moral rights and intellectual property issues and legislation.



1.2 Liaise with relevant personnel to confirm the set construction requirements.

Relevant personnel may include: • other set construction personnel • production designers • performers • director of photography • directors • producers • technical directors • other technical staff • designers • floor managers.

Learning experiences for the HSC must address: An awareness of the roles and responsibilities of personnel working in the organisation and their interrelationship including: • other set construction personnel • production designers • director of photography • directors • producers • technical directors • designers • floor/stage managers.

1.3 Contemplate and consider set construction methods and techniques to ensure that correct visual interpretation of the production requirements is met through close liaison with relevant personnel.

Methods and techniques within this unit could be quite broad in nature and may include: • timber construction • fabrication • moulding materials • painting materials • sculpting and other shaping methods • glueing • metalwork, e.g. cutting, welding, brazing • woodworking.

Learning experiences for the HSC must address: Knowledge of a range of methods and techniques to construct sets including: • timber construction • fabrication • moulding materials • painting materials • sculpting and other shaping methods • glueing • metalwork • woodworking.

2 Prepare for set construction

2.1 Determine the accurate measurements for the construction of the set item and make appropriate alterations to the scale drawings.

Learning experiences for the HSC must address: An understanding of the importance of accuracy in the interpretation of measurements.

Calculation of quantities of materials for set construction including: • a working knowledge of







2.2 Determine the appropriate methods and techniques to be used for the production of the set, in accordance with the design and specification requirements.



Influences on the selection of methods and techniques to create sets including: • supervisors instructions • budget • time constraints • tools, equipment and materials available • technical skills and expertise • manufacturers� instructions.

2.3 Select and prepare the required equipment, tools and materials in accordance with the design and specification requirements.

Set items may be constructed from: • timber • timber products, e.g. plywood, particle board,

craftwood • masonite • metal products, e.g. bars, tubes, sheets • moulded or cast metal • fibreglass • plastic • wood • canvas • fabrics • plastics, e.g. moulded sheet • leather • paper products • plaster • mouldable materials • thermoplastic • polystyrene • fasteners • adhesives.


General knowledge of the properties, use and visual effects of a range of materials including: • timber and timber products • metal products • fabrics • plastics • leather • paper products • plaster • mouldable materials • polystyrene • fasteners • glues and adhesives. An awareness of a range of hand and power tools and equipment including: • properties • use • potential hazards • safety precautions.

3 Construct sets

3.1 Construct sets using selected materials, construction techniques and finishes.



Considerations for the selection of construction methods, techniques and finishes for sets including: • number of times to be used • how the item will be used • proximity of audience • visibility by audience





craftwood • masonite • metal products, e.g. bars, tubes, sheets • moulded or cast metal • fibreglass • plastic • wood • canvas • fabrics • plastics, e.g. moulded sheet • leather • paper products • plaster • mouldable materials • thermoplastic • polystyrene • fasteners • adhesives.

• style of rest of the set • materials used • occupational health and safety (OHS) issues • special requirements.

3.2 Construct various set elements in a logical order and to meet production timelines.

Methods and techniques within this unit could be quite broad in nature and may include: • timber construction • fabrication

3.3 Follow safety procedures during the construction process in accordance with organisational and legislative requirements.

• moulding materials • painting materials • sculpting and other shaping methods • glueing • metalwork, e.g. cutting, welding, brazing • woodworking.


craftwood • masonite • metal products, e.g. bars, tubes, sheets • moulded or cast metal • fibreglass • plastic wood


A basic understanding of OHS legislation. Awareness of OHS safety procedures involved in the construction of sets including those related to: • hazard identification and risk control • adequate lighting and ventilation • use of personal protective equipment (PPE) • safe use of hazardous substances • adherence to manufacturer�s instructions • reference to materials safety data sheets (MSDS).



3.4 Participate in any ongoing production technique trials to establish the best results and solve any problems during the construction of the set items, including: - colour mixes - textures - materials - construction techniques - construction of prototypes - painting styles.

• canvas • fabrics • plastics, e.g. moulded sheet • leather • paper products • plaster • mouldable materials • thermoplastic • polystyrene • fasteners • adhesives.


A basic awareness of the behaviour of various materials finishes, painting techniques and colours under lighting and other production conditions. Realistic solutions to a range of potential problems: • prior to production • during performance.

3.5 Identify potential different approaches that may enhance the final outcome and incorporate those into the work process.


Awareness of the need to work collaboratively as part of a creative team.

4 Finish and check the set

4.1 Complete required fireproofing in accordance with occupational and public health and safety legislative requirements.


A basic awareness of legislative requirements for fireproofing and methods of fireproofing sets.

4.2 Liaise with relevant personnel to evaluate and check the set items for accuracy and compliance with design and construction specification requirements.

Relevant personnel may include: • other set construction personnel • production designers • performers • director of photography • directors • producers • technical directors • other technical staff • designers • floor managers.

4.3 Identify and make any necessary adjustments in accordance with discussions, making accurate changes to relevant documentation.


Knowledge of which personnel have the authority to adjust production documentation.

4.4 Correctly label and code all partially finished set items for identification during the construction phase.



4.5 Store the set in accordance with organisational procedures and the nature of the set, to avoid loss or damage.


craftwood • masonite • metal products, e.g. bars, tubes, sheets • moulded or cast metal • fibreglass • plastic • wood • canvas • fabrics • plastics, e.g. moulded sheet • leather


Issues relating to the storage of sets including: • security • climatic affects • OHS considerations • stability • damage • rodents • duration of storage. Knowledge of methods by which sets are catalogued and accessed during production.

4.6 Clean, maintain and store tools, equipment and materials in accordance with relevant workplace and safety requirements.

• paper products • plaster • mouldable materials • thermoplastic • polystyrene • fasteners • adhesives.


Enterprise/organisation procedures for cleaning and maintenance including: • removal of dirt or marks • identification of required repairs. Awareness of a range of cleaning techniques including: • wiping • washing • brushing • steaming • use of cleaning agents


Understanding of the importance of following OHS procedures including: • safe use of equipment • safe manual handling • safe storage • use of hazardous substances • use of PPE • lighting and ventilation • waste disposal.

Draft Entertainment Curriculum Framework March 2004 CUESOU09A Manage and compile audio replay material 238


Title Manage and compile audio replay material HSC Requirements

and Advice

Unit code

CUESOU09A

Unit Descriptor

This unit describes the skills and knowledge required to compile sound effects and replay material from diverse sources and to replay those effects on cue in a live performance situation.


20

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • optimum recording levels for a range of devices • operating techniques for different recording devices, both digital and

analogue • operating techniques for a range of audio equipment to complete a signal

chain • safety issues associated with recording material • copyright, moral rights and intellectual property issues and legislation that

impacts on the recording and replay of material • literacy skills sufficient to interpret cue documentation and source materials • techniques for creation and adaptation of cue sheets.

It is strongly recommended that this unit be assessed with or after the following unit: • CUESOU07A - Apply a

general knowledge of audio to work activities.

This unit has linkages to a range of other audio units, and combined assessment and/or training with those units may be appropriate.

Assessment of this unit requires access to: • source materials • recording and replay devices.

Key Terms and Concepts • access and assemble source materials • analogue • back-up materials • copyright • cue sheet • cues • digital • documentation • duplicate and record materials • Edit Decision List (EDL) • edit tracks/cues • hardware and software • intellectual property • moral rights • operating techniques for recording

devices • optimum recording levels • production needs • recording • relevant colleagues • replay material • replay mechanisms/platforms



The assessment context must provide for: • practical demonstration of skills through the recording and editing of

sound effects for use in a live production • use of industry-current equipment.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • evaluation of audio materials compiled/edited by the candidate • oral or written questioning to assess knowledge of equipment and

techniques • review of portfolios of evidence and third party workplace reports of



The following evidence is critical to the judgement of competence in this unit: • ability to correctly use equipment to record and edit source materials

for use as audio effects in a live production • knowledge of recording and replay devices.

• replay on cue • show log • signal chain • sound effects • source material • test and play materials.



Collecting, organising and analysing information 1 Determining need for replay materials.

Communicating ideas and information 1 Preparing records of source materials.

Planning and organising activities 2 Organising resources and recording schedules.

Working with others and in teams 2 Rehearsing cues.

Using mathematical ideas and techniques 1 Making calculations.

Solving problems 1 Sourcing effects to meet a particular need.

Using technology 1 Using audio equipment.



1 Assess source materials

1.1 Liaise with relevant colleagues to determine production needs for replay materials.


Replay requirements may include: • sound effects • voice overs • music • multi-tracking.


A range of audio effects used in a live production including: • sound effects • voice overs • music • multi-tracking.

1.2 Identify sources of materials and ascertain availability.

Source materials may include: • voice • musical instruments • CD • cassette • radio and TV broadcasts • live effects.


A range of source materials including: • voice • musical instruments • CD • cassette • radio and TV broadcasts • live effects. Enterprise/organisation procedures to source and access replay materials.

1.3 Prepare an accurate record of material noting source, content and duration required.


The importance of recording information that is: • clear • legible • accurate • concise • contains appropriate use of industry terminology

and abbreviations.

1.4 Establish any copyright restrictions on source materials and seek clearance for use as required.


A basic understanding of issues and legislation impacting on the recording and replay of material including: • copyright • moral rights • intellectual property.



2 Assemble source materials

2.1 Collect and collate pre-recorded materials and check correct versions and duration.

2.2 Liaise with relevant colleagues to determine the most appropriate replay mechanism or platform.

Replay mechanisms or platforms may include: • CD player • DAT machine • mini disk player • hard disk recorder • reel-to-reel machines • cassette decks • PC.


General features and use of replay mechanisms or platforms including: • CD player • DAT machine • mini disk player • hard disk recorder • cassette decks • PC.

2.3 Ascertain hardware and software availability for duplication and recording.


A range of current hardware and software.

3 Duplicate and record materials

3.1 Correctly record voice using a range of devices.


Knowledge of operating techniques for different recording devices (digital and analogue).

3.2 Correctly prepare an Edit Decision List (EDL).


Enterprise/organisation procedures involved in the preparation of an Edit Decision List (EDL).

3.3 Use appropriate techniques and equipment to record sources at different source levels.



A range of techniques and equipment. Optimum recording levels for a range of devices.

3.4 Use correct techniques and equipment to complete editing of tracks or cues.


Techniques for creation and adaptation of cue sheets.



3.5 Make back-up materials using equipment correctly.

4 Test and play materials on cue

4.1 Check final source material against show log.


4.2 Correctly prepare replay equipment, sound levels and back-up hardware.


Operating techniques for a range of audio equipment to complete a signal chain.

4.3 Confirm cues with appropriate colleagues.

4.4 Play materials on cue.

Draft Entertainment Curriculum Framework March 2004 CUELGT03B Install and operate follow spot 243


Title Install and operate follow spots HSC Requirements

and Advice

Unit code

CUELGT03B

Unit Descriptor

This unit describes the skills and knowledge required to install and operate follow spots for any production within the cultural industries. This is a dedicated unit which reflects the skills required to operate follow spots for productions which include extensive movement and variation on stage and for different performance contexts.


20

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • knowledge of the main types of lanterns, including profile, fresnel,

pebble/convex, flood, moving lanterns and PAR, their uses and operations (optical and mechanical) and accessories

• different types of follow spots and their features, including incandescent and discharge units

• the relationship between follow spot operation and other lighting and stage effects

• techniques for the operation of follow spots, including how to adjust for colour temperature and beam

• hand/eye coordination skills • literacy skills sufficient to interpret a lighting plan.

This unit has linkages to a range of other lighting units and combined assessment and/or training may be appropriate, for example: • CUFLGT02B - Prepare,

install and test lighting equipment

• CUELGT05B - Record and operate standard lighting cues.

Assessment of this unit requires access to: • follow spots and accessories


• a production and production venue.

Key Terms and Concepts • adjust balance, focus and sights • back-up options/systems • beam diameter, shape, edge, colour

and intensity • colour follow spot • colour temperature • communications equipment • cool down • cue sheets • cues • dismantle/store/cover • documentation • follow spot accessories • install follow spot • install manual colour changer • install spot dimmer • lanterns • lighting plan • occupational health and safety

(OHS) • positioning points • potential faults/problems • power up follow spot



The assessment context must provide for: • practical demonstration of skills through the operation of a follow spot

for an actual production on more than one occasion and for more than one production

• involvement of, and interaction with, a production team to reflect the collaborative nature of the process.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • direct observation of the candidate installing or operating follow spots • evaluation of a performance where the candidate is responsible for

follow spot operation • oral or written questioning to assess knowledge of follow spot

equipment, operating techniques or specific OHS issues • review of portfolios of evidence or third party workplace reports of on-

the-job performance by the candidate.


The following evidence is critical to the judgement of competence in this unit: • application of excellent hand/eye coordination skills to follow spot

operation for productions with extensive movement on stage • knowledge of different techniques for effective follow spot operation.

• recalibrate follow spot • relevant personnel • safe and effective positioning of

lighting equipment • safe work practices • secure follow spot cabling • standard operating procedures • synchronise lighting operations • technical and creative run through • techniques for the operation of

follow spot • test follow spot • types of follow spot.




Collecting, organising and analysing information 1 Interpreting the lighting plan.

Communicating ideas and information 2 Explaining follow spot issues to performers.

Planning and organising activities 1 Organising materials and equipment for installation.

Working with others and in teams 1 Working as part of an overall lighting team.

Using mathematical ideas and techniques 1 Calculating equipment requirements.

Solving problems 2 Responding to problems during performance.

Using technology 1 Using lighting equipment.



1 Install follow spots

1.1 Position follow spots and accessories in accordance with the lighting plan and ensure safety for the operator and audience.


Follow spots may include: • incandescent • discharge units.

Follow spot accessories may include: • irises • shutters • mechanical blackouts • ballasts • % power selection switches • stands • mechanical dimmers • colour magazines • gobos.

Documentation may include: • cue sheets • patch sheets • equipment lists • focus notes • colour lists • emergency procedures.


Positioning points for follow spots and accessories according to lighting plan. An awareness of other documentation that may assist with the installation and operation of follow spots. Terminology and symbols contained in lighting plans and other documentation. Understanding of the importance of safe and effective positioning of lighting equipment. General features, purpose and safe use of follow spots and accessories including: • incandescent • discharge units. • irises • shutters • mechanical blackouts • ballasts • % power selection switches • stands • mechanical dimmers • colour magazines • gobos. Knowledge of the use and operation of the main types of lanterns including: • profile • fresnel • pebble/convex • flood • moving • PAR. An awareness of occupational health and safety (OHS) issues associated with the installation and operation of follow spots.



1.2 Set up stands securely and adjust for height as required.

1.3 Check and adjust balance, focus and sights of the follow spot as appropriate.


Standard operating procedures to adjust balance, focus and sights of follow spot.

1.4 Install follow spot dimmer as required.


Standard operating procedures to install spot dimmer.

1.5 Secure follow spot cabling safely.


Safe work practices for the installation and operation of follow spots.

1.6 Install manual colour changer correctly and colour in accordance with the lighting plan.



Standard operating procedures to: • install manual colour changer • colour follow spot.

1.7 Test follow spot to ensure it is operational and that all accessories are in working order.




Equipment checks including: • safety

- electrical - mechanical

• function - electrical - electronic.

1.8 Focus follow spot and check multiple spots for consistency of focus and colour temperature.


Standard operation procedures to synchronise multiple follow spots in a production.



2 Participate in technical or creative run through

2.1 Participate in any required technical or creative run through, note any equipment deficiencies or technical adjustments to be made.

Faults and problems with follow spots may include: • mis-aligned sights • differences in colour temperature between

different units • unexpected changes by performers, e.g.

moving out of range, behind scenery • faulty balance • blown globe • defective colour • incorrect height adjustment • defective iris/sights/dimmer • problems with manual colour changer.


An awareness of potential faults/problems with follow spots including: • misaligned sights • differences in colour temperature between

different units • unexpected changes by performers • faulty balance • blown globe • defective colour • incorrect height adjustment • defective iris/sights/dimmer • problems with manual colour change.

2.2 Rehearse technical aspects of the show and communicate to performers as required.


Communication protocols required when addressing technical issues with colleagues/performers.

2.3 Set back-up options in the event of an equipment malfunction and test to ensure that they are in working order.


Awareness of a range of back-up options in the event of: • equipment malfunction • disruption to power supply.

2.4 Plot and run through cues on direction from the appropriate personnel and in accordance with equipment, sequencing, timing and speed requirements.

Appropriate personnel may include: • other follow spot operator • supervisor, head of department • designer • director • stage manager • other specialist staff.


Awareness of the main role of appropriate personnel in relation to installation and operation of follow spot: • other follow spot operator • supervisor • head of department • designer • director • stage manager • other specialist staff.

2.5 Make any necessary changes to cues and modify cue sheets as required.



2.6 Execute any necessary changes to equipment in accordance with modifications required.

3 Prepare for follow spot operation

3.1 Power up follow spot and check height, balance, sights, focus, operation of iris, operation of any additional follow spot accessories and dimmer.




Safe work methods to power up follow spot.

3.2 Check colour and/or operation of colour changer.

3.3 Check that final requirements for equipment operation have been identified, implemented and documented.


3.4 Check communications equipment to ensure that it is in working order.


Standard operating procedures to check two-way communications systems used by technical operators during a production.

3.5 Correctly identify and rectify any faults or problems and inform relevant personnel of any ongoing problems.

Faults and problems with follow spots may include: • mis-aligned sights • differences in colour temperature between

different units • unexpected changes by performers, e.g.



moving out of range, behind scenery • faulty balance • blown globe • defective colour • incorrect height adjustment • defective iris/sights/dimmer • problems with manual colour changer.

Appropriate personnel may include: • other follow spot operator • supervisor, head of department • designer • director • stage manager • other specialist staff.

4 Operate follow spots

4.1 Operate follow spot on cue/on direction from the stage manager, head follow spot operator or running sheet as appropriate.


4.2 Operate spot so that beam diameter, shape, edge, colour and intensity level meet performance requirements.



Importance of operating follow spot according to production plans.

An awareness of different techniques for the effective operation of follow spots across a range of production contexts.

Importance of hand/eye coordination skills to follow spots operation for productions with extensive movement on stage.

4.3 Synchronise follow spot operation with other lighting and staging effects.


Standard operating procedures to synchronise follow spot operation with other lighting and stage effects.

Knowledge of the relationship between personnel in lighting and other technical and creative areas including: • audio • vision systems



• staging • stage manager • director • performer.

4.4 Modify follow spot cues as required to cater for unexpected contingencies.

4.5 Operate spot in a manner that does not distract the audience and maintains reasonable comfort for the operator.

4.6 Identify and rectify problems safely, using logical problem solving techniques and in accordance with venue procedures and inform appropriate personnel are informed as required.

Faults and problems with follow spots may include: • mis-aligned sights • differences in colour temperature between • different units • unexpected changes by performers, e.g.

moving out of range, behind scenery


Possible solutions to a range of potential faults/ problems.

4.7 Correctly identify the need for the use of back-up systems and implement when required.

• faulty balance • blown globe • defective colour • incorrect height adjustment • defective iris/sights/dimmer • problems with manual colour changer.

4.8 Recalibrate follow spot correctly after changing a lamp where appropriate.


Knowledge of how to safely change follow spot lamp and recalibrate according to manufacturer�s specifications.

5 Shut down and disassemble equipment

5.1 Turn off power to the follow spot in accordance with cool-down procedure and dismantle store or cover equipment in accordance with organisational procedures and performance requirements.


Follow spot accessories may include: • irises • shutters • mechanical blackouts • ballasts


Standard operating procedures for: • cool-down follow spots • turn off power to follow spots • dismantle/store/cover follow spot and associated

equipment/accessories.



• % power selection switches • stands • mechanical dimmers • colour magazines • gobos.

5.2 Note changes to cue sheets and update and file documentation as required in accordance with organisational procedures.



Importance of maintaining accurate and up-to-date documentation. Enterprise/organisation procedures for storage of documentation to ensure ease of access. Knowledge of which personnel have the authority to adjust production documentation.

Draft Entertainment Curriculum Framework March 2004 CUELGT05B Record and operate standard lighting cues 252


Title Record and operate standard lighting cues HSC Requirements

and Advice

Unit code

CUELGT05B

Unit Descriptor

This unit describes the skills and knowledge required to operate a lighting console through plotting and modifying standard lighting cues and then operating them in performance. This unit assumes that the set up of the lighting console and the operation of the more complex cues, and working with advanced equipment, will be undertaken by more senior lighting personnel.


30

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • knowledge of general lighting terms, including how terms may vary

between different systems or how different terms can refer to the same functions on different systems

• knowledge of lighting control concepts used in various lighting systems • industry terminology and protocols particularly in relation to the operation

of lighting • knowledge of the main types of lanterns, including profile, Fresnel, PC,

flood, and PAR lamps, their uses and operations (optical and mechanical) and accessories

• understanding of the basic elements of lighting design • problem-solving techniques particularly in relation to lighting console

operation • documentation and back-up systems used in conjunction with lighting

control • colour recognition in display equipment • communication skills to allow for effective collaboration with other

technicians and designers • numeracy skills sufficient to complete simple mathematical calculations

and recall numbers for channel selection • literacy skills sufficient to interpret production documentation.

It is strongly recommended that this unit be assessed with or after the following unit: • CUELGT09A - Apply a

general knowledge of lighting to work activities.

This unit also has linkages to a range of other lighting units, and combined assessment and or training with those units may be appropriate.

Assessment of this unit requires access to: • a range of lighting equipment


• a production and production venue.

Key Terms and Concepts • appropriate personnel • back-up lighting states • basic elements of lighting design • channel selection • colour recognition • communication • control desk peripherals • create, modify and replay group and

sub-groups • cue modifications • cue number/memory number • display unit • documentation • fade/wait/delay times • functions of controls on the console • intensity setting • line of sight • manufacturer diagnostic and

remedial procedures • operating a lighting console/desk



The assessment context must provide for: • practical demonstration of skills through the use of a lighting console

on multiple occasions for multiple productions • use of industry-current equipment.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • direct observation of the candidate operating a lighting console during

production • direct observation of the lighting effects produced by the candidate

during a production • oral or written questioning to assess knowledge of console features and

functions • review of portfolios of evidence and third party workplace reports on



The following evidence is critical to the judgement of competence in this unit: • ability to accurately record and reproduce lighting cues to instruction in

a given timeframe • knowledge of lighting terminology.

• plot, modify and operate standard lighting cues

• potential problems/faults • power down and standby equipment • power up control desk and

components • problem-solving • record, modify and replay lighting

cues • remedial action • reporting • safe and efficient work practices • scenemasters • storage of lighting desk and

components • submasters • test lighting instruments, accessories

and elements • test venue lighting.




Collecting, organising and analysing information 1 Collecting information needed to record a series of lighting cues.

Communicating ideas and information 1 Reporting problems with lighting console.

Planning and organising activities 1 Organising work space.

Working with others and in teams 1 Liaising with other technicians.

Using mathematical ideas and techniques 1 Using numbered channels.

Solving problems 1 Identifying problems during performance.

Using technology 1 Using lighting console features.



1 Record, modify and replay lighting cues

1.1 Correctly identify the functions of controls on the console, including function of the unit displaying data and controls to produce text.


Control desks must include: • manual desks • manual/memory desks.

Control desks may include: • controlled lighting effects.

Control desk peripherals must include: • desk lamps • control cables.

Control desk peripherals may include: • monitors • printers • riggers controls • effects units • backup units.


General knowledge of: • lighting terms and

- how these may vary between different systems

- how different terms can refer to the same functions on different systems

• industry protocols in relation to the operation of lighting

• lighting control concepts used in various lighting systems.

Understanding of the basic elements of lighting design.

Knowledge of different control desks including: • functions of controls on the console • control desk peripherals

- desk lamps - control cables - monitors - printers - riggers controls - effects units - backup units.

1.2 Correctly undertake channel selection and intensity setting, identify on display unit and make appropriate modifications using all relevant controls.


Operation of control desk including: • channel selection • intensity setting • modification of settings • identification of placement on display unit.

Colour recognition on display equipment.

1.3 Accurately record cue number and fade/wait times, identify on display unit and make appropriate modifications using all relevant controls.


Awareness of information required to record a series of lighting cues.

Process for recording: • cue numbers/memory number • fade/wait/delay times.



An understanding of how to modify cues and times using relevant controls.

1.4 Play recorded cues in correct sequence and time using all relevant controls correctly, and identify on display unit.

1.5 Create, modify and replay group and sub-groups in correct sequence and time using all relevant controls correctly and identify on display unit.


Process for creating, modifying and replaying groups and sub-groups.

2 Carry out procedures prior to plotting or operating lighting cues

2.1 Ensure that working area is clear, tidy, properly illuminated, and relevant written instructions are to hand.


Safe and efficient work practices. Required documentation from production plan.

2.2 Check communications equipment and ensure that it is in working order.


Awareness of a range of communications equipment that may be utilised to support effective communication in the industry.

2.3 Power up dimmers, control desk and peripherals using safe working practices and check that operating environment is within manufacturer parameters.


Safe work methods to power up control desk and components.

2.4 Test lighting instruments, accessories and other lighting elements to ensure all items are in correct working order.

Lighting instruments must include: • theatre-based units.

Lighting instruments may include: • special effects units • digital moving lights.

Other lighting elements may include: • pracs • electrical/electronic props • special effects such as: • strobes


A range of: • lighting instruments • accessories • lighting elements.



• mirrorballs and motors • smoke machines • fog machines • ultraviolet light • chasers • haze machines • effects projectors.

2.5 Test venue audience, decorative, safety, and working lighting to ensure all items are in correct working order.

Venue lights may include: • blue light • work lights • house lights


A range of venue lights.

2.6 Identify problems with equipment promptly and take appropriate action, or refer to appropriate personnel as required.

• aisle lights • orchestra lights • display/advertising lights • task light • panic lights • cleaners lights • general lights.

Testing the control system must include ensuring that: • all operational controls on the lighting board function properly • all dimmer channels are functioning properly • all peripherals are functioning properly • any riggers or designer controls are

functioning properly • there is a valid DMX line/signal.

Appropriate personnel may include: • supervisor • head of department • designer • director • stage manager • other specialist staff.



Realistic solutions to a range of potential faults: • prior to production • during performance.

Documentation methods for: • use and performance of equipment • operational faults and malfunctions • completed maintenance • repairing tasks and outcomes.

Understanding of lines of reporting and communicating with supervisor within the enterprise/organisation.


Reporting including: • formal/informal • verbal/written.

Awareness of the main role and responsibility of appropriate personnel in relation to lighting work tasks including: • lighting designer • lighting operator



• electrician • designer • director • stage manager • follow spot operator.

Awareness of the scope of responsibility of personnel to enable referral of faults to the most appropriate person.

3 Plot and operate lighting cues

3.1 Check instructions to verify practicality before plotting and repeat once plotted.


Process for plotting and operating lighting cues.

3.2 Test line of sight needed for visual cues for feasibility during performance.

3.3 Action cues without delay in accordance with directions and production requirements.


Documentation outlining lighting direction and production requirements.

3.4 Complete cue modifications in accordance with instruction and accurately update appropriate documentation.

3.5 Establish suitable back-up lighting states in the event of the failure of those recorded.


Standard operating procedures to establish back-up lighting states.

3.6 Store recorded lighting cues and other data electronically on device external to main lighting console.


Standard operating procedures for recording lighting cues.

3.7 Identify and rectify problems safely and in accordance with venue procedures, or refer to appropriate personnel.

Appropriate personnel may include: • supervisor • head of department • designer • director • stage manager • other specialist staff.



4 Carry out basic troubleshooting procedures

4.1 Correctly identify the nature of faults and locate promptly.

4.2 Assess the need for remedial action taking consideration of safety issues and the need for uninterrupted performance.

4.3 Correctly follow manufacturer diagnostic and remedial procedures in accordance with organisational policy.

4.4 Report fault to appropriate personnel if fault cannot be immediately rectified, providing all relevant information.

Appropriate personnel may include: • supervisor • head of department • designer • director

4.5 Liaise with appropriate personnel to identify back-up alternatives if fault cannot be rectified before next production deadline.

• stage manager • other specialist staff.

5 Carry out post-performance procedures

5.1 Correctly power down equipment or set to standby between performances as required.


Enterprise/organisation procedures for: • power down equipment • set equipment to standby.

5.2 Store and/or cover control in accordance with organisational procedures.


Appropriate storage of lighting desk and components.

5.3 Make accurate changes to documentation and file in accordance with organisation procedures.


Importance of maintaining accurate and up-to-date documentation.

Enterprise/organisation procedures for storage of documentation to ensure ease of access.

Knowledge of which personnel have the authority to adjust documentation.

Draft Entertainment Curriculum Framework March 2004 CUESTA02B Operate staging elements 259


Title Operate staging elements HSC Requirements

and Advice

Unit code

CUESTA02B

Unit Descriptor

This unit describes the skills and knowledge required to operate a range of staging elements during a live production. As such, it requires the skills and knowledge to safely operate a range of staging equipment plus a sound knowledge of stagecraft, the types of issues that may arise during performance and how these affect staging personnel. A mechanist generally undertakes this role.


25

Evidence Guide


and Advice

Assessment must include evidence of essential knowledge of, and skills in, the following areas: • cue plots, their features, how to action them and make amendments to cues • operating techniques for a range of staging elements, including movement

of flats, operation of trucks and revolves, movement of weight-bearing elements

• knowledge of types of control desks which operate stage machinery • signals and other communication systems used when operating stage

machinery • problem solving in relation to the types of staging challenges that arise

during live performance • numeracy skills sufficient to calculate timings • literacy skills sufficient to both interpret and make modifications to staging

documentation.

This unit has linkages to a range of other staging and general technical units, and combined assessment and/or training with those units may be appropriate. It is strongly recommended that this unit be assessed with or after the following units: • CUESTA05A - Apply a

general knowledge of staging to work activities

• MEM18.1AB - Use hand tools • CUESTA01B - Install staging

elements.

Assessment of this unit requires access to: • a venue for the staging of an

actual production • staging equipment.

Key Terms and Concepts • communication • control desks • cue plots • cue sheet • emergency repairs • faults • flats • manual handling • occupational health and safety

(OHS) • personal protective equipment (PPE) • pre show checks • problem solving • props • revolves • scenery • set elements • signals • stage plans • staging elements • storage • trucks • weight-bearing elements.



The assessment context must ensure: • practical demonstration of skills through the operation of staging

elements during an actual performance and for more than one production

• involvement of and interaction with a team to reflect the collaborative nature of staging operation during a performance.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • direct observation of a performance where the candidate is operating

staging • oral or written questioning to assess knowledge of issues to be

considered in the operation of staging, typical problems which occur and how these can be addressed

• review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.


The following evidence is critical of the judgement of competence in this unit: • ability to operate staging to performance requirements • application of safe working practices to the movement of staging

elements • effective communication skills to achieve efficient operation of staging

during a performance.



Collecting, organising and analysing information 2 Interpreting production documentation.

Communicating ideas and information 2 Briefing other staging personnel.

Planning and organising activities 2 Working with cue documentation.

Working with others and in teams 2 Liaising with production team during performance.

Using mathematical ideas and techniques 1 Calculating timings.

Solving problems 2 Responding to equipment malfunction during performance.

Using technology 1 Using control desk.



1 Make staging preparations

1.1 Rehearse technical staging aspects of the show and communicate relevant information to performers as required.


Technical staging aspects of the show may include: • checking that all staging elements meet

operational standard for performance • quick costume changes.

Staging may include: • framed scenery, e.g. flats, profiles, doors,


steps • non weight-bearing scenery, e.g. columns,




Understanding of the principles of: • task organisation • individual roles • group roles • team work • problem-solving techniques. Understanding of the elements of stage plans and specifications. General knowledge of staging equipment including: • framed scenery • weight-bearing scenery • non weight-bearing scenery • soft scenery • furniture and other set props • revolves • trucks • platforms • control desks. Knowledge of technical staging aspects of the show including: • checking that all staging elements meet

operational standard for performance • quick costume changes • timing and rehearsal of set changes • operation of staging systems • use of control desks. Procedures for the movement and storage of set elements and props during rehearsals including: • occupational health and safety (OHS) procedures

- use appropriate personal protective equipment (PPE)

- safe manual handling • speed and efficiency • use of clear communication

- verbal - non-verbal including signs and signals.



1.2 Plot, rehearse and execute cues in accordance with directions from the appropriate personnel.

Appropriate personnel may include: • designer • director • production manager • stage manager • technical staff • venue management.


General features of call sheets, production schedules and cue plotting sessions for: • performers • staging sets • staging props • staging equipment. Awareness of cue sheet stage changes in accordance with directions from appropriate personnel including: • director • designer • production manager • stage manager • technical staff • venue management.

1.3 Implement any changes correctly and modify cue sheets accurately as required.


Understanding of the importance of: • implementing stage changes • updating cue sheet information • keeping a record of changes.

1.4 Document all modifications in accordance with organisational procedures.

1.5 Check the stage prior to performance to ensure that it is set in accordance with performance requirements.

Technical staging aspects of the show may include: • checking that all staging elements meet

operational standard for performance • quick costume changes.


windows


Awareness of pre show checklists including: • set elements checked • equipment powered up • equipment in working order • checks for damage • check against stage plan.

1.6 Run appropriate checks on all operable set elements as required to ensure that they are in working order.

• weight bearing scenery, e.g. rostra, ramps, steps

• non weight-bearing scenery, e.g. columns, trees

• soft scenery, e.g. canvas legs, borders, cloths, gauzes, cycloramas

Learning experiences for the HSC must address: Awareness of the need to undertake checks on set elements including: • structural conditions • repair/maintenance requirements



• furniture and other set props • revolves • trucks.

• move ability • power.

1.7 Identify and deal with problems and faults safely and effectively, and inform appropriate personnel as required.

Staging faults or problems may relate to: • loss of communication • missing cues • last minute loss of crew team member needed

for a heavy scene change • director making last minute

alterations/additions • jammed machinery.


Realistic solutions to typical faults or problems including: • loss of communication • missing cues • last minute loss of crew team member • last minute alterations/additions • jammed machinery.

2 Operate staging elements

2.1 Execute any scene changes correctly and on cue according to performance requirements.



steps • non weight-bearing scenery, e.g. columns,


gauzes, cycloramas

Learning experiences for the HSC must address: Enterprise/organisation procedures for the operation of staging elements including: • OHS procedures • setting up staging elements in advance • moving staging elements on cue • speed and efficiency.

2.2 Identify and rectify any staging problems or faults promptly or refer to appropriate personnel.

• furniture and other set props • revolves • trucks. Appropriate personnel may include: • designer • director • production manager • stage manager • technical staff • venue management.

2.3 Identify and make emergency repairs quickly and efficiently as required.


Emergency repairs including: • replacement of parts • repair to tears and scratches • operational maintenance of moving parts • recharging power.



3 Carry out post performance requirements

3.1 Clear stage as required by production requirements and store materials appropriately.


Awareness of issues relating to the storage of staging elements including: • security • climatic affects • OHS considerations

- manual handling requirements - stability

• efficient use of space • physical damage • rodents • rust and corrosion • seizing of moving parts. Clearing of areas including: • stage • wings • dressing room orchestral pit.

3.2 Identify any faulty set elements, repair to working condition or refer to specialist personnel for action to ensure readiness for next performance.

Staging faults or problems may relate to: • loss of communication • missing cues • last minute loss of crew team member needed

for a heavy scene change • director making last minute

alterations/additions • jammed machinery.

Appropriate personnel may include: • designer • director • production manager • stage manager • technical staff • venue management.

Draft Entertainment Curriculum Framework March 2004 CUEFOH03B Provide seating and ticketing advice 265


Title Provide seating and ticketing advice HSC Requirements

and Advice

Unit code

CUEFOH03B

Unit Descriptor

This unit describes the skills and knowledge required to advise customers on the seating facilities available at single or multi auditoria venues and to provide general information on ticket categories, prices and availability. The unit requires detailed product knowledge of performances/events and venues and is most relevant to theatre, cinema and event venue box office personnel.


15

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • sources of information on venues, seating and performances/sessions/

events • information systems used by venues in relation to seating and ticketing • product knowledge of venue facilities, seating layout and prices as

appropriate to the organisation • product knowledge of venue performances/sessions/events times as

appropriate to the organisation • broad understanding of the different types and styles of performances/

sessions/events as appropriate to the organisation or industry sector • special facilities and services available to people with special needs • procedures and systems for determining availability of tickets • ticket issuing systems, as appropriate to the organisation • payment, refund and exchange policy and procedures • literacy skills sufficient to accurately interpret seating and ticketing

information • numeracy skills sufficient to calculate numbers of seats, advise on pricing

information.

This unit has strong linkages to the following units, and combined training and/or assessment is recommended: • WRRS1B - Sell products and

services • CUEFOH07A - Process

financial transactions • CUEFOH08A - Process

incoming customer orders.

Assessment of this unit requires access to: • typical industry information

storage systems for venue, ticketing and performance/ session/event information.

• tickets/passes.

Key Terms and Concepts • calculation of costs • communication • communication equipment • customer service • nature of seating • patrons • programs • record and store information • refund/exchange policies/procedures • restricted view • season • seating configuration/layout • session • sources of information • special needs • ticket categories • ticket issuing systems • ticketing • ticketing agency • ticketing software system • venue seating and ticket information • venue facilities, seating and

performances.



The assessment context must provide for: • practical demonstration of skills in providing information for multiple

ticketing products to meet varying customer needs • processing requests within typical workplace time constraints, e.g.

serving a physical or telephone queue of customers waiting to access seating and ticketing information

• interaction with and involvement of a customer group to whom information and advice can be provided.

Assessment may incorporate a range of methods to assess practical skills and the application of essential underpinning knowledge, and might include: • direct observation of the candidate providing information and advice

and issuing tickets • case studies to assess ability to match product to customer needs/

requests • review of documentation, information manuals or notes kept by the

candidate • written or oral questions and tests to assess knowledge of information

sources and actual knowledge of venues, ticketing products and prices • review of portfolios of evidence and third party workplace reports of



The following evidence is critical to the judgement of competence in this unit: • ability to access appropriate information on venue facilities, and all

operational aspects of the performance/session/event times, prices, ticketing categories

• provision of accurate seating and ticketing advice and issuance of tickets within industry-realistic timeframes

• ability to provide information and advice which matches customer needs and requests.




Collecting, organising and analysing information 1 Reading seating plans.

Communicating ideas and information 2 Explaining various issues to customers.

Planning and organising activities 1 Organising equipment and materials.

Working with others and in teams 1 Sharing information with colleagues.

Using mathematical ideas and techniques 1 Dealing with seating plans.

Solving problems 1 Handling ticket equipment breakdown.

Using technology 1 Using automated ticketing machine.



1 Develop and update knowledge of venues facilities, seating and performances

1.1 Identify and access information sources for current and accurate information on venue/s, facilities, seating and performances/sessions/ events.


Sources for current and accurate information on venue/s, facilities, seating and performances/sessions/events may include: • formal familiarisation visits • personal site observation/exploration • information manuals • venue information sheets/manuals • hirer information sheets.


Accessing sources for current and accurate information including: • formal familiarisation visits • personal site observation/exploration • information manuals • venue information sheets/manuals • hirer information sheet. The need for an adequate working knowledge of programs and/or services sold by the ticketing organisation/offered by venues including: • event type • age restrictions or age appropriateness • length of event season • varying price arrangements such as group prices • related information

- car parking - transportation - dining - promotional products/merchandise

• offensive language or content • alternative show times • use of strobe lighting and other special effects.

1.2 Read and accurately interpret information on all aspects of venue seating and ticketing, including consideration of issues affecting people with special needs.

Aspects of venue seating and ticketing include: • general seating layout • changing configurations • categories of seating and features • viewing issues, e.g. full view, restricted view • scheduled dates and times for performances.

Customers with special needs may include: • those with a disability • those with special or cultural needs • first-time patrons • parents with young children • unaccompanied children • aged people • school groups • infants


Venue seating and ticketing information including: • general seating layout • diagrams and symbols used in plans • changing configurations • categories of seating and features • viewing issues • scheduled dates and times for performances. An appreciation of the requirements of patrons with special needs including: • physical disabilities, sensory impairments and

intellectual disabilities • special or cultural needs • first-time patrons • parents with young children



• pregnant women • VIPs • groups.

Customers with special needs may require: • wheelchair access • immobility access • special car parking • hearing assistance • translation assistance • special seating.

• unaccompanied children • aged patrons • school groups • infants • pregnant women • VIPs • groups.

1.3 Record and store information for future use, in accordance with organisational systems.

Storage of information may include: • card reference systems • file notes of particular

venues/performances/events/sessions • computerised database of information • information manual.


Storage information systems including: • card reference systems • file notes of particular venues/performances/

events/sessions • computerised database of information • information manual.

2 Provide seating and ticketing information

2.1 Provide accurate information on costs of all ticket categories, including any concessional rates.

Seating and ticket advice may be provided by: • a ticketing agency • the venue itself.

Advising on and issuing tickets may take place: • over the counter/face-to-face • via telephone • via fax or modem • via mail • via the Internet or other electronic technology.

Tickets may be: • pre-paid • full price • discounted • concession • free • group bookings.


Sources of seating and ticketing advice including: • ticketing agencies • venues. Communication modes for advising and issuing tickets including: • over the counter/face-to-face • telephone • fax or modem • mail • the internet.

An awareness of a range of ticket categories including: • general admission • pre-paid • full price • discounted • concession

- student - senior



• free/complimentary • annual • season • stand-by • group bookings.

Manual and electronic calculations of costs including: • multiple tickets • group discounts.

2.2 Provide accurate information on performance/session/event commencement and conclusion times, as requested.



An awareness of a range of possible requests for information from patrons including: • performance times

- regular session - matinee - special sessions

• start/end season • seating time • intermission times.

2.3 Provide information on facilities and services provided for people with special needs, as required.

Customers with special needs may include: • those with a disability • those with special or cultural needs • first-time patrons • parents with young children • unaccompanied children • aged people • school groups • infants • pregnant women • VIPs • groups.



An awareness of facilities/services that may be available at venues including: • special access

- car parking - lifts - best entrance - amenities

• hearing assistance • translation assistance.



2.4 Advise customers on nature of seating, including location and viewing details.


Selection of seats may take into account: • special needs of the customer • best viewing position for the particular type of

performance/event/session • best presentation of the venue - 'dressing the

house'.


Nature of seating including: • location

- physical access to seating - level of seating, access via stairs or lift - end or centre of row - proximity to facilities and exits - proximity to lighting and sound sources

• viewing details - restricted view - angle - distance - video screens.

• best presentation of the venue - 'dressing the house'.

2.5 Consider special requests or special needs of customers when selecting seats.

2.6 Make appropriate recommendations for alternative or future performances/sessions/events as appropriate.


A basic awareness of future schedules/shows including: • name • synopsis • performers • cost • season dates.

2.7 Provide accurate advice on refund and exchange policy and procedures and clearly reinforce these issues.


Enterprise/organisation procedures relating to refund and exchange policies.

2.8 Handle all enquiries and sales in an efficient and polite manner according to the speed requirements of the sales situation.


An awareness of the importance of customer service. Importance of efficiency when numerous patrons are queued (physically or electronically) waiting to make a purchase or request information.



3 Issue tickets

3.1 Check that all equipment and materials are available and operational before commencing ticket issue.

Required equipment and materials may include: • computer hardware • computer software • point of sale transaction documents and

equipment.

Learning experiences for the HSC must address: Operating knowledge of the computer systems and materials involved in the ticketing office including: • computer hardware • computer software • point of sale transaction documents and

equipment • security issues

- passwords - staff ID numbers.

Access to communication equipment including: • phone • fax • internet • network connections.

Materials including: • float • tickets to be issued • printing consumables • documentation.

3.2 Issue tickets and receipts, if required, in accordance with organisational procedures and ticketing system.

Tickets may be issued: • manually • via a ticketing software system.

Ticketing software systems may include: • Bocs • Ticketmaster • Select • Globe • Softix.

Tickets may be: • pre-paid • full price • discounted • concession • free • group bookings.

Learning experiences for the HSC must address: Procedures for issuing tickets: • manually • electronically via a ticketing software system.

An awareness of a range of ticketing software systems.

Working knowledge of a ticketing software system.

Enterprise/organisation policies/procedures for issuing tickets including: • in person • electronic ordering • mail/collection of tickets • identification requirements • financial transactions available • receipts

- individual - group

• credit notes • vouchers • payment/refund/exchange policy.



3.3 Check tickets before providing them to customer and reconfirm details to the customer.

Learning experiences for the HSC must address: Enterprise/organisation procedures relating to the delivery and handling of tickets including: • checking ticket details

- day - seating - special requirements - date - performance - time of performance - credit card/payment details

• reconfirmation of details with customer - verbally - visually on ticket

• number of tickets.

Draft Entertainment Curriculum Framework March 2004 CUEFOH04B Usher patrons 274


Title Usher patrons HSC Requirements

and Advice

Unit code

CUEFOH04B

Unit Descriptor

This unit describes the skills and knowledge required to process tickets and seat patrons for a theatre performance, event or cinema session. It covers the monitoring of patron movements in and out of the auditorium and assisting with any special seating requirements.


10

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • formats and features of tickets as appropriate to the organisation or industry

sector • typical procedures for ushering patrons • layout of the auditorium (all entrances, exits) • seating configuration of the auditorium and various pricing categories • performances/session/event times (start, conclusion, intermission) • special seating facilities and services available to people with special needs • procedures for assisting people with specials needs to and from their seats • procedures for late admissions • methods of crowd control • literacy skills sufficient to read and interpret tickets • numeracy skills sufficient to count tickets, seats • safety issues and regulations particularly in relation to the ushering of

patrons.

This unit has strong linkages to the following units and combined training and/or assessment is recommended: • CUFSAF01B - Follow health

and safety and security procedures

• CUEFOH10A - Monitor entry to a venue.

Assessment of this unit requires access to: • a venue where

performances/cinema sessions/events take place

• tickets/passes.

Key Terms and Concepts • communication • crowd control • direct/guide patrons • evacuation procedures • late admissions • monitor patron movements • organisation/enterprise procedures • patrons • performance/events schedules • problem-solving • problems with tickets • process tickets • public announcements • read and interpret tickets • safety requirements and regulations • seat patrons • seating problems • special assistance

special needs • ticket details • tidy, clean and secure venue • venue layout and facilities.



The assessment context must provide for: • the ushering of patrons within an operational venue environment, e.g. a

cinema, live theatre, conference centre • interaction with and involvement of a customer group to be seated and

to whom special assistance can be provided • provision of multiple types of assistance to ensure varying customer

needs can be met. Assessment may incorporate a range of methods to assess practical skills and the application of essential underpinning knowledge, and might include: • direct observation of the candidate ushering patrons within a venue • direct observation of the candidate providing special services to those

people who have special needs • role plays to assess ability to resolve seating problems • written or oral questions and tests to assess knowledge of the

auditorium, seating layout and procedures, e.g. safety and security, special needs procedures

• review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.


The following evidence is critical to the judgement of competence in this unit: • ability to check and process tickets and seat patrons customers

efficiently • ability to identify and resolve seating problems • provision of special assistance to those people who have special seating

needs • knowledge of typical procedures used for ushering patrons.


Key competencies Level Examples Collecting, organising and analysing information 1 Checking tickets for validity.

Communicating ideas and information 1 Providing performance advice.

Planning and organising activities 1 Ensuring patrons are seated in adequate time.

Working with others and in teams 1 Agreeing split of ushering duties with colleagues.

Using mathematical ideas and techniques 1 Checking times of performances.

Solving problems 1 Seating late arrivals.

Using technology - Not Applicable.



1 Check and process tickets

1.1 Check tickets/passes for validity and seating location and process in accordance with organisational procedures.


Processing tickets may include: • collecting whole tickets • tearing ticket stubs and returning main portion

to patron • tearing tickets.


Importance of being aware of the performance/ event schedules at a venue. Format and features of tickets as appropriate to the enterprise/organisation or industry sector. Enterprise/organisation procedures relating to the handling and collection of tickets including: • greeting regular patrons • checking ticket details

- day - date - time of performance - door number - pricing category

• collecting whole tickets • tearing ticket stubs and returning main portion to

patron • tearing tickets.

1.2 Take appropriate action should any problems arise with tickets/passes.

Problems with tickets may include: • patron is using a concessional ticket/pass to

which they are not entitled • tickets are for a past or future

performance/session.

1.3 Provide patrons with accurate auditorium information and advise if any special restrictions or requirements apply.

Auditorium information provided to patrons may include: • correct entrance for particular seats • exit points for the auditorium • location of seats.

Special restrictions or requirements may include: • non use of audio or camera recording

equipment inside the venue • no entry or return entry to the venue once the

performance has commenced • no intermission • exiting via an exit point.


Importance of knowing the layout of the venue prior to the production/event including: • correct entrances for seating • exit points for the auditorium • location

- seats - lifts and ramps - food/beverage outlets - emergency exits - fire extinguishers

• special restrictions/requirements of the venue - non-use of audio or camera recording

equipment inside the venue



- no entry or return entry to the venue once the performance has commenced

- no intermission.

2 Seat patrons

2.1 Encourage patrons to enter the appropriate location in accordance with public announcements.


Typical procedures for ushering patrons.

2.2 Deal with queues to ensure that patrons are seated efficiently and quickly and that the performance is not delayed.


Identification of factors which facilitate or hinder effective crowd movement.

A basic knowledge of crowd control techniques.

2.3 Monitor crowd movement and take appropriate action to address problems.

2.4 Direct patrons to their seat location or guide patrons to seats, ensuring their safety.

2.5 Deal with any seating problems, take remedial action according to individual level of responsibility and enterprise procedures.

Seating problems may include: • patrons sitting in incorrect seats • patrons moving onto seats which are of a

higher price to which they are not entitled • broken seats • patrons have impaired vision due to height and

require booster cushions.


Solutions to possible seating problems following enterprise/organisation policy including: • patrons sitting in incorrect seats • patrons moving in to seats of a higher price and

which they are not entitled • broken seats • patrons with impaired vision.

2.6 Identify patrons with special needs and provide special assistance to seat them at the most appropriate time for the comfort and convenience of all patrons.

Providing special assistance to seat those with special needs may involve: • adjusting walking pace to that of a less mobile

person to ensure their safe arrival at seat location

• pushing or guiding wheelchairs • physical guiding of visually impaired patrons • providing extra verbal instruction to less

mobile persons about presence of stairs, steps, steepness of slope, availability of handrails.


Procedures for assisting patrons with special needs to and from their seats including: • adjusting walking pace to that of a less mobile

patron to ensure safe arrival at seat location • pushing or guiding wheelchairs • physically guiding visually impaired patrons • providing clear verbal instructions to less mobile

patrons about presence of stairs, steps, steepness of slope, availability of handrails.



Patrons with special needs including: • patrons with physical disabilities and sensory

impairments • patrons with intellectual disabilities • patrons with particular cultural or language needs • elderly patrons • first-time patrons • families with children • unaccompanied children.

2.7 Provide latecomers with accurate information on when they may be seated and assist them to their seats at the appropriate time.


Enterprise/organisation procedures for late admissions.

2.8 Observe safety requirements and regulations at all times in accordance with organisational procedures.


A basic knowledge of: • industry safety requirements and regulations

for different venue types • general evacuation procedures.

3 Monitor entry to and from the auditorium

3.1 Close auditorium doors in time for the performance/session/event and continually monitor.

3.2 Assist any patrons to safely exit and re-enter the auditorium at appropriate times.

Auditorium information provided to patrons may include: • correct entrance for particular seats • exit points for the auditorium • location of seats.

3.3 Clear the auditorium of patrons at the conclusion of the performance/ session/event in accordance with safety requirements and regulations.

3.4 Tidy and/or clean the auditorium and secure, as required.

Draft Entertainment Curriculum Framework March 2004 CUEFOH07A Process financial transactions 279


Title Process financial transactions HSC Requirements

and Advice

Unit code

CUEFOH07A

Unit Descriptor

This unit describes the skills and knowledge required to process simple cash and non-cash financial transactions in a range of theatre, cinema and event venue contexts. These fundamental skills are essential for many people in a frontline customer service role, but are particularly essential for box office personnel.


15

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • basic numeracy skills sufficient to process transactions and reconcile

takings • procedures for processing different types of transactions • principles of the reconciliation/balancing process • the role and importance of the reconciliation/balancing process in the

broader financial management context of the organisation • security procedures for handling cash and non-cash transactions documents • broad knowledge of GST and how it affects financial transactions and

documents issued to customers.

This unit has strong linkages to the following units, and combined assessment and/or training is recommended: • WRRS1B - Sell products and

services • CUEFOH08A - Process

incoming customer orders.

Assessment of this unit requires access to: • legal tender • current industry and financial

institution equipment used to process non-cash financial transactions, e.g. credit card machines, cash registers/tills.

Key Terms and Concepts • balance • cash box • cash float • cash register • cash transactions • credit transactions • EFTPOS • enterprise policy • goods and services tax (GST) • methods of payment • reconciliation • security procedures.



The assessment context must provide for: • processing transactions on multiple occasions to ensure that skills can

be consistently demonstrated • processing a variety of types of transactions, both cash and non-cash to

ensure that skills cover all types and encompass the use of a range of financial equipment and documentation

• processing transactions within typical workplace time constraints e.g serving a queue of customers waiting to pay for tickets.

Assessment may incorporate a range of methods to assess practical skills and the application of essential underpinning knowledge, and might include: • direct observation of the candidate processing financial transactions

and balancing takings • review of reconciliation documentation prepared by the candidate • written or oral questions and tests to assess knowledge of cash and

non-cash transactions • review of portfolios of evidence and third party workplace reports of


The following evidence is critical to the judgement of competence in this unit: • ability to conduct accurate and secure financial transactions • ability to accurately balance transactions within acceptable

organisational timeframes • knowledge of security procedures for handling cash and financial

documents.



Key competencies Level Examples Collecting, organising and analysing information 1 Completing a credit card transaction.

Communicating ideas and information 1 Informing customers of the correct amount due.

Planning and organising activities 1 Organising reconciliation of takings.

Working with others and in teams 1 Liaising with colleagues in relation to timing of float replenishment.

Using mathematical ideas and techniques 1 Calculating change due to a customer.

Solving problems 1 Investing a discrepancy when reconciling takings.

Using technology 1 Using an electronic till.



1 Process payments and receipts

1.1 Receive and accurately check cash float using correct documentation where appropriate.



Enterprise/organisation procedures including: • opening and closing point of sale terminal/cash

box • float amounts for each denomination • counting and verifying cash • security procedures • accurate use of associated documentation.

1.2 Make up float to meet estimated selling requirements and maintain to ensure adequate cash change is available to customers.

1.3 Check cash payments received, give correct change and record sale as required.

Payments may be received for: • advanced ticket bookings • tickets for the current

performance/session/event • vouchers • merchandise • programmes.

Payments may be received by: • cash • credit card • cheques • travellers cheques • foreign currency • vouchers • EFTPOS • money orders • promotional vouchers • prepaid vouchers.

Organisational procedures may relate to: • billing • credit • cancellations • exchanges/amendments • refunds.


Awareness of procedures for receiving payments for: • advanced ticket bookings • tickets for the current performance/session/event • vouchers • merchandise • programmes. Understanding of how to proficiently execute financial transactions, handle tender and record relevant information. Retail calculations related to cash transactions: • manual • electronic. Typical sales documentation including: • invoices • receipts • lay-by slips • return slips • credit notes • stock sheets.



1.4 Process and record non-cash transactions in accordance with organisational and financial institution procedures.

Security procedures may relate to: • process for taking cash from customers • process for storing cash and other financial

documents • maintaining low levels of cash at point of sale • rules for when, where and how cash can be

counted procedures for transporting cash from point of sale to cashier

• handling customer claims of short change • hold up procedures.


Awareness of a range of non-cash financial transactions available to patrons including: • credit • EFTPOS • cheques • travellers cheques • money orders • promotional and prepaid vouchers.

Protocol for handling a range of credit cards: • processing charges/payments manually and

electronically • security checks.

1.5 Prepare and issue accurate receipts, including all relevant tax details when required.


A broad knowledge of GST and how it affects financial transactions and documents issued to customers.

1.6 Use appropriate point of sale software, as required, to conduct transactions.

Payments may be received by: • cash • credit card • cheques

• travellers cheques • foreign currency • vouchers • EFTPOS • money orders • promotional vouchers • prepaid vouchers.

1.7 Conduct all transactions to meet organisational standards for speed and customer service.

Organisational procedures may relate to: • billing • credit • cancellations • exchanges/amendments • refunds.


Importance of courteous and efficient customer service.

Importance of efficiency when numerous customers are queued (physically or electronically) waiting to make a purchase.



2 Reconcile takings

2.1 Balance all takings at the designated times in accordance with organisational policy.

Reconciliation may use: • manual calculations • computerised point of sale terminals • electronic cash registers providing a print out

of sales transactions.


A basic understanding of the principles of reconciliation/balancing.

Enterprise/organisation policies and procedures for: • handling cash • removing takings from register/cash box • reading register daily takings • separating float from takings • clearing the register • processing documentation accurately • reconciling takings.

2.2 Determine point of sale reading or print out, where appropriate or manually calculate sales.

2.3 Separate cash float from takings prior to balancing and secure both in accordance with organisational procedures.


documents • maintaining low levels of cash at point of sale

• rules for when, where and how cash can be counted

• procedures for transporting cash from point of sale to cashier

• handling customer claims of short change • hold up procedures.


Awareness of security issues relating to cash including: • storing cash and other financial documents • banking procedures • processes for receiving cash from customers • maintaining low levels of cash at point of sale • rules for when, where and how cash can be

counted • procedures for transporting cash from point of

sale to cashier • handling customer claims of short change • hold up and emergency procedures.

2.4 Count and calculate cash and non-cash payments accurately.

Reconciliation may use: • manual calculations • computerised point of sale terminals

2.5 Balance the takings against the point of sale equipment readout or manually calculate sales and determine any discrepancies.

• electronic cash registers providing a print out of sales transactions.



2.6 Investigate or report any discrepancies in the reconciliation, according to individual level of responsibility.

Appropriate personnel may include: • supervisor • front-of-house manager • cashier.

Organisational procedures may relate to: • billing • credit


The importance of acting within level of responsibility in terms of: • taking initiative • problem-solving • decision-making.

2.7 Record takings in accordance with organisational procedures.

• cancellations • exchanges/amendments • refunds.

2.8 Transport and present payments and float to the appropriate personnel in accordance with organisational security procedures.


documents • maintaining low levels of cash at point of sale • rules for when, where and how cash can be

counted • procedures for transporting cash from point of

sale to cashier • handling customer claims of short change • hold up procedures.


Awareness of risks associated with the transportation of cash.

Draft Entertainment Curriculum Framework March 2004 CUEFOH09A Provide venue information and assistance 285


Title Provide venue information and assistance HSC Requirements

and Advice

Unit code

CUEFOH09A

Unit Descriptor

This unit describes the skills and knowledge required to provide patrons with information on available venue facilities at the time of a performance, event or cinema session and to assist patrons to access all services. While this unit mainly applies to frontline customer service staff such as ushers, food and beverage outlet and box office personnel, it can apply to any staff working in theatres, event venues and cinemas who come into contact with the customer.


10

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • sources of information on venues and facilities • information systems used by venues • layout of the venue and location of all facilities • product knowledge of venue performances/sessions/event times • understanding of the type and style of performances/sessions/events in

current progress • broad knowledge of future events at the venue where appropriate • special facilities and services available to people with special needs • procedures for dealing with people with special needs • customer service standards for greeting patrons • venue safety and security issues, procedures and regulations as they affect

the provision of venue information • literacy skills sufficient to interpret venue information.

This unit has strong linkages to the following units, and combined training and/or assessment is recommended: • CUEFOH04B - Usher patrons • CUEFOH10A - Monitor entry

to a venue.


performances/cinema sessions/events take place

• typical industry information storage systems for venue and performance/session/event information.

Key Terms and Concepts • appropriate personnel • communication skills • customer service standards/protocols • customers with special needs • frequently asked questions/requests

for information • information systems • patrons • product knowledge • promote products and services • regular patrons • safety and security • selling techniques. • venue facilities • venue information • venue.



The assessment context must provide for: • practical demonstration of skills within an operational venue

environment, e.g. a cinema, live theatre, conference centre • interaction with and involvement of a customer group to whom

information and assistance can be provided • demonstration of information provision for wide variety of venue

facilities and services to meet varying customer needs.

Assessment may incorporate a range of methods to assess practical skills and the application of essential underpinning knowledge, and might include: • direct observation of the candidate providing information and

assistance to customers within a venue • direct observation of the candidate providing services to those with

special needs • case studies to assess ability to match information to customer

needs/requests • review of information manuals or notes kept by the candidate • written or oral questions and tests to assess knowledge of information

sources and actual knowledge of venue facilities and services • review of portfolios of evidence and third party workplace reports of



The following evidence is critical to the judgement of competence in this unit: • ability to access appropriate information on venue facilities, and all

operational aspects of the performance/session/event, e.g. start/finish times

• ability to provide accurate information and advice on facilities which matches customer needs and requests

• provision of special assistance to those people who have special needs.




Collecting, organising and analysing information 1 Keeping a personal file of venue information.

Communicating ideas and information 1 Providing directions for patrons.

Planning and organising activities 1 Organising access for disabled patrons.

Working with others and in teams 1 Sharing information with colleagues.

Using mathematical ideas and techniques 1 Calculating performance times.

Solving problems 1 Dealing with a complaint.

Using technology 1 Using information systems.



1 Access and update venue information

1.1 Access and keep up-to-date with information on facilities available at the venue in accordance with organisational systems.


Information could be accessed and kept up-to-date in a number of ways, including: • staff notice boards • leaflets and brochures • team meetings • internal newsletters • discussions with colleagues.

Requests for information may cover: opening hours • pricing of tickets, programs and promotional

merchandise • performance/session/event start/finish times • intermission time • directions both within and outside the venue • seating arrangements • general facilities at the venue • location food and beverage outlets • location of merchandising stand/store • availability and cost of programmes • location of bathrooms • location and access to car parking facilities • facilities for those with special needs • special-access requirements, e.g. wheelchair

access • changes to schedules/venues/programs • details of current and future

performances/sessions/events


Venue information including: • new activities/events/facilities • new procedures/systems • changes within the operation of the venue • promotional activities • new patrons/groups (customers) • risk management issues/procedures. Sources of information/information systems for staff including: • staff notice boards • leaflets and brochures • team meetings • internal newsletters • discussions with colleagues • electronic means including intranet services. Importance of updating information in order to: • promote products and services • ensure quality service • maintain professionalism. Details (layout, facilities and products/services) of a range of venues in local area, for example: • a theatre • a cinema • a conference/convention centre • a showground • other event venue.

1.2 Incorporate information into day-to-day contact with the customer to support quality of service standards within the venue.

• details of future performances/sessions/events • lost property arrangements • cloakroom arrangements • correct entrance to auditorium • exit point for the venue.


An awareness of frequently asked questions/requests for information including: • opening hours • pricing of tickets, programs and promotional

merchandise • performance/session/event start/finish times • intermission time • directions both within and outside the venue • seating arrangements



• general facilities at the venue • location of food and beverage outlets • location of merchandising stand/store • availability and cost of programmes • location of bathrooms • location and access to car parking facilities • facilities for patrons with special needs • special-access requirements • changes to schedules/venues/programs • details of current and future performances/

sessions/events • lost property arrangements • cloakroom arrangements • correct entrance to auditorium • exit point for the venue. A basic awareness of current venue safety and security issues, procedures and regulations as they affect the provision of venue information.

1.3 Share information with colleagues to support efficiency of service.


Disseminating information through a variety of channels including: • staff briefings/debriefings • team meetings • memos/letters/reports • one-on-one communication • seminars • internal newsletter • corporate websites/e-newsletters.

2 Greet patrons

2.1 Greet patrons courteously and according to organisational procedures.

2.2 Provide special recognition to any regular patrons.

3 Provide information and assistance to patrons

3.1 Proactively identify information and assistance needs of different patrons, including those with special needs.

Customers with special needs may include: • those with a disability • those with special or cultural needs


Establishing patron needs through active



• first-time patrons • parents with young children • unaccompanied children • aged people • school groups • infants • pregnant women • VIPs • groups.


Requests for information may cover: opening hours • pricing of tickets, programs and promotional

merchandise • performance/session/event start/finish times • intermission time • directions both within and outside the venue • seating arrangements • general facilities at the venue • location food and beverage outlets • location of merchandising stand/store • availability and cost of programmes • location of bathrooms • location and access to car parking facilities

listening and using: • open questions • closed questions • reflective questions. Matching the needs of patrons with the most relevant information and/or suitable assistance by: • knowing patrons

- patrons with physical disabilities and sensory impairments

- patrons with intellectual disabilities - patrons with particular cultural or language

needs - first-time patrons - parents with young children - unaccompanied children - aged patrons - school groups - infants - pregnant women - VIPs - groups

• knowing products and/or services. Requirements for patrons with special needs including: • immobility access to venue facilities • special car parking • hearing assistance • translation assistance • special seating.

3.2 Respond to requests for information and assistance politely and provide accurate, clear and concise information.

• facilities for those with special needs • special-access requirements, e.g. wheelchair

access • changes to schedules/venues/programs • details of current and future performances/

3.3 Provide special assistance to patrons with special needs with care and consideration and in accordance with enterprise procedures.

sessions/events • details of future performances/sessions/events • lost property arrangements • cloakroom arrangements • correct entrance to auditorium • exit point for the venue.



3.4 Relay requests for further information or assistance to other appropriate personnel, as required.

Appropriate personnel may include: • reception • box office • ushers • food/beverage counter staff • supervisor • front-of-house manager • management • police • security personnel.

Learning experiences for the HSC must address: An awareness of appropriate personnel and their role to enable correct referral for further information or customer assistance including: • reception • box office • ushers • food/beverage counter staff • supervisor • front-of-house manager • management • police • security personnel.

3.5 Clearly and politely communicate any changes to the scheduled performance/session/event and address patrons' concerns, as required.

3.6 Promote products and services available within the venue to patrons using appropriate customer service skills.

Learning experiences for the HSC must address: Promoting products and services including: • developing knowledge of products and services • use of product/service displays • selling techniques

- upselling - suggestive selling - offering alternatives.

Importance of quality customer service and professional work ethic.

Draft Entertainment Curriculum Framework March 2004 CUEFOH10A Monitor entry to a venue 292


Title Monitor entry to a venue HSC Requirements

and Advice

Unit code

CUEFOH10A

Unit Descriptor

This unit describes the skills and knowledge required to monitor entry to a venue and to monitor and report on crowd movements. These duties would usually be undertaken by operative or managerial front-of-house personnel. This unit does not encompass specialist security activities performed by licensed security staff. Units covering security skills are found within the Asset Security Training Package (PRS98).


15

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • venue security and monitoring procedures • restricted items and associated policies • health and safety issues and regulations • protocols for contacting emergency or security services and relevant

contacts • layout of venue, including fire and safety exits, entrance doors/gates • various formats for identification worn by those associated with the

performance/session/event • effective communication techniques for dealing with customers and crowds • numeracy skills sufficient to make counts and estimate crowd numbers.

This unit has strong linkages to the following units, and combined training and/or assessment is recommended: • CUFSAF01B - Follow health

and safety and security procedures

• CUECOR04A - Deal with conflict and resolve complaints

• CUEFOH09A - Provide venue information and assistance.


performances/cinema sessions/events take place.

Key Terms and Concepts • appropriate personnel • communication • conflict resolution • control access • crowd control methods • emergency procedures • emergency situation • enterprise/organisation policies and

procedures • event information sheet • identification • restricted access areas • restricted items • safety and security regulations • security • security systems and related

technologies • venue access points • venue layout and facilities.



The assessment context must provide for: • practical demonstration of skills within a fully equipped operational

venue, e.g. a cinema, live theatre, conference centre • monitoring a crowd for a commercially realistic period of time to allow

for a variety of crowd circumstances to arise • commercially realistic ratios of customers to candidate to reflect

typical workplace and crowd conditions. Assessment may incorporate a range of methods to assess practical skills and the application of essential underpinning knowledge, and might include: • direct observation of the candidate monitoring crowds at a venue • role plays to assess ability to negotiate the surrender or confiscation of

restricted items • written or oral questions and tests to assess knowledge of the venue

and procedures, e.g. safety and security, confiscation of items • review of portfolios of evidence and third party workplace reports of


The following evidence is critical to the judgement of competence in this unit: • knowledge of procedures for monitoring entry areas • ability to effectively communicate with the crowds and quickly resolve

any conflict as it arises.




Collecting, organising and analysing information 1 Checking ID in restricted areas.

Communicating ideas and information 2 Explaining restrictions to customers.

Planning and organising activities 1 Completing checks on a regular basis.

Working with others and in teams 1 Providing information to colleagues about crowd size/movement.

Using mathematical ideas and techniques 1 Monitoring crowd numbers.

Solving problems 2 Dealing with difficult customers.

Using technology 1 Using control barriers.



1 Monitor and maintain access to the venue

1.1 Check all items associated with access to the venue before arrival of customers to ensure functionality.


Items associated with access to the venue may include: • exit and entry locations • barriers • gates • fences • signage.


An awareness of security systems and related technologies including: • computer access system • surveillance video • smoke and fire detectors • hazard warning system • clocks • keys • barriers/gates • emergency codes • telephones • two-way radios • pagers • public announcement system • barcoded tickets. Procedures associated with checking venue access points prior to arrival of customers including: • exit and entry locations • barriers • gates • fences • signage • public entrances • stage door • fire exits • access points for emergency services. Importance of staff familiarising themselves with venue layout and facilities prior to the event. Security information provided on an event information sheet: • instructions about access of personnel/patrons to

specific areas • documentation of badge and tag identification

systems • site/building plans • clearance procedures • memos or notices about threats to security



• emergency evacuation procedures • organisational policies on security including

personal searching and confiscated items. A basic awareness of industry safety and security regulations.

1.2 Control access to the venue according to organisational procedures, complying at all times with specific safety and security regulations.

Access points may include: • public entrance • stage door • fire exits.

Restricted access areas may include: • the performance area • backstage • operating point for technical equipment, e.g.

sound mixing desk.


Enterprise/organisation operating procedures to control patrons entering into the venue including: • public entrance

- automatic doors - locked gates - tunnels - passage - turnstiles

• stage door • fire exits. Enterprise/organisation policies/procedures for restricted access areas of the venue including: • the performance area • backstage • operating point for technical equipment • cloaking facilities • back of sales facilities.

1.3 Check areas regularly for safety and comfort of customers.

Venue areas to be monitored may include: • street entrance and footpaths outside the venue • foyer areas • entry areas for the auditorium within the

venue.


Venue areas including: • outside

- street entrance - footpaths

• inside - foyer - entry points - food/merchandise outlets - toilets.

Differences in security and monitoring requirements/procedures across a range of entertainment industry events and audiences.



Policies/procedures for dealing with emergency situations including: • roles/responsibilities of personnel • reporting requirements. Emergencies including: • failure of heating/cooling systems • fire • natural disasters • bomb threats • power cuts • danger to venue/buildings • illness or death of patron/client • accidents.

1.4 When monitoring restricted access areas, check identification and allow only authorised personnel to enter restricted areas.

Restricted access areas may include: • the performance area • backstage • operating point for technical equipment, e.g.

sound mixing desk.


Forms of identification including: • passes controlled by venue management

- venue staff - maintenance staff - venue visitors

• passes controlled by the event promoter - backstage crew - performers - VIPs.

Strategies for dealing with patrons without appropriate identification who insist on access to restricted areas.

1.5 Restrict access to the auditorium until clearance is obtained.


A basic knowledge of crowd control methods and factors which facilitate or hinder effective crowd movements.

2 Monitor crowds

2.1 Identify the maximum number of customers the area can accommodate.

Numeracy tasks may include: • counting patrons entering the venue, or a

restricted area.



2.2 Ensure that queues are controlled firmly and courteously.


Importance of: • establishing rapport with queue • ensuring patrons are in correct queue • monitoring queue jumpers and queue splitting • clear communication • awareness of safety hazards including stairs,

pushing and low light levels • preparing customers for entry by having tickets

ready for processing.

2.3 Monitor the crowd size and ensure that the maximum number is not exceeded.

2.4 Request that customers surrender restricted items and confiscate, if necessary, according to organisational procedures.

Restricted items to be surrendered or confiscated may include: • cameras • recording devices, e.g. cassette/video

recorders • umbrellas • drinks • food • telecommunication equipment, e.g. mobile

phones, pagers • dangerous or illegal items, e.g. drugs,

weapons, other items that are potential weapons.


Knowledge of the entertainment industry and enterprise/organisation policies/procedures for handling and storage of restricted items. An awareness of rights and responsibilities of event personnel and patrons regarding surrender of/search for restricted items. An awareness of legal ramifications of inappropriate conduct by staff. An awareness of restricted items to be surrendered or confiscated including: • cameras • recording devices • umbrellas • drinks • food • telecommunication equipment • dangerous or illegal items.

2.5 Identify problems promptly and take action to rectify or refer to appropriate personnel.

Appropriate personnel may include: • front-of-house manager • venue management • other security staff


An understanding of conflict resolution techniques, specifically those that • minimise adversarial situations



• medical personnel • crowd control staff • police.

• promote the concept of �win-win� • allow for solutions to meet needs of all parties • follow due process � listen, acknowledge,

respond, report and follow up.

Effective conflict resolution strategies including: • referral/intervention by appropriate personnel • appropriate communication • timely identification of situations • use of policies and procedures.

The importance of understanding limits to personal roles and responsibilities and knowing when and how to seek assistance.

A basic awareness of the roles and responsibilities of appropriate personnel including: • front-of-house manager • venue management • other security staff • medical personnel • police.

Protocols for contacting emergency services and other relevant personnel.

Realistic solutions to a range of potential problems.

2.6 Monitor crowd behaviour and promptly report any problems to the appropriate personnel or security personnel.


Awareness of the scope of responsibility of personnel to enable referral of problems to the most appropriate person.

2.7 Communicate with colleagues and customers in a courteous manner at all times.


Role of security staff/department and their relationship to other staff/departments.

Effective communication techniques when dealing with: • colleagues • patrons • crowds.

Draft Entertainment Curriculum Framework March 2004 WRRS1B Sell products and services 299

Training Package Retail (WRR02)

Title Sell products and services HSC Requirements

and Advice

Unit code

WRRS1B

Unit Descriptor

This unit involves the skills, knowledge and attitudes required to sell products and services in a retail environment. It involves the use of sales techniques and encompasses the key selling skills from approaching the customer to closing the sale. It requires a basic level of product knowledge.


15

Evidence Guide The following components of the evidence guide relate directly to the performance criteria and the range of variables for the unit of competency and provide guidance for assessment of the unit in the workplace.

HSC Requirements

and Advice

Underpinning skills and knowledge Critical aspects of evidence Key Terms and Concepts Knowledge and skills are essential to apply this unit in the workplace, to transfer to other contexts and deal with unplanned events. The requirements for this unit of competency are listed below: Competency in this unit requires evidence that

the candidate: • active listening • buying behaviour

Knowledge of: • store policies and procedures, in regard to:

- selling products and services - allocated duties and responsibilities

• store merchandise and service range • specific product knowledge for area/section • relevant legislation and statutory

requirements • relevant industry codes of practice • customer types and needs including:

- customer buying motives - customer behavior and cues - individual and cultural differences - demographics/lifestyle/income - types of customer needs, eg functional,

psychological.

Skills in: • selling techniques including:

- opening techniques - buying signals - strategies to focus customer on specific

merchandise - add ons and complimentary sales - overcoming customer objections - closing techniques

• verbal and non verbal communication skills • handling difficult customers • negotiation skills • sales performance appreciation • questioning/listening/observation • literacy skills in regard to:

- reading and understanding product information

- reading and understanding store policies and procedures

- recording information • numeracy skills in regard to:

- handling of tender - weighing and measuring goods.

• applies product knowledge and uses appropriate sales approach to sell the benefits of products, overcome objections and close sales

• uses questioning, listening and observation skills to determine customer requirements

• consistently applies store policies and procedures in regard to selling products and services

• maximises sales opportunities according to store policies and procedures

• consistently applies industry codes of practice, relevant legislation and statutory requirements in regard to selling products and services

• evaluates personal sales performance to maximise future sales.

• buying motives • communication • complementary products • cultural diversity • customers • customer expectations • customer objections • customer service • demographics • features and benefits • greeting approach • merchandise • negotiation • opening and closing techniques • patrons • products and services • product knowledge • questioning techniques • regulatory requirements • sales approaches • sales documentation • selling techniques • store policies.


Evidence Guide cont. HSC Requirements and Advice

Context of assessment

Assessment process

For valid and reliable assessment of this unit, evidence should be gathered through a range of methods to indicate consistent performance.

It can be gathered from assessment of the unit of competency alone, through an integrated assessment activity or through a combination of both.

Evidence should be gathered as part of the learning process.

Integrated competency assessment

Evidence is most relevant when provided through an integrated activity which combines the elements of competency for each unit, or a cluster of units of competency.

The candidate will be required to: • apply knowledge and skills which underpin the process required to demonstrate competence, including appropriate key competencies • integrate knowledge and skills critical to demonstrating competence in this unit.

Unit WRRS1B can be assessed with other units which make up a specific job function.

Evidence gathering methods

Evidence should include products, processes and procedures from the workplace context. Evidence might include: • observation of the person in the workplace • third party reports from a supervisor • customer feedback • answers to questions about specific skills and knowledge.

Resources required

• a retail work environment • relevant documentation, such as:

- store policy and procedures manuals • access to a range of customers with different requirements • a range of merchandise and products appropriate to the retail workplace.


Generic process skills There are a number of processes that are learnt throughout work and life which are required in all jobs. They are fundamental processes and generally transferable to other work functions. Some of these are covered by the key competencies, although others may be added. The questions below highlight how these processes are applied in this unit of competency. Following each question a number indicates the level to which the key competency needs to be demonstrated where: 0 = not required, 1 = perform the process, 2 = perform and administer the process, 3 = perform, administer and design the process.

Key competency Example of application Performance level

How can communication of ideas and information be applied? Relaying product features and benefits to customers requires the communication of ideas and information. 1

How can information be collected, analysed and organised? Establishing customer requirements requires information to be collected, analysed and organised. 1

How are activities planned and organised? Identifying opportunities to make additional sales requires activities to be planned and organised. 1

How can team work be applied? Team work will be applied when referring to other staff members or seeking product information. 1

How can the use of mathematical ideas and techniques be applied? Mathematical ideas and techniques may be required when reviewing personal sales outcomes. 1

How can problem solving skills be applied? Problem solving skills may be applied when overcoming customer objections. 1

How can the use of technology be applied? The use of technology may not be required in this unit. 0



1 Apply product knowledge

1.1 Knowledge of the use and application of relevant products and services demonstrated according to store policy and legislative requirements.

The Range of Variables provide the range of applications of this unit of competency to allow for differences within enterprises and workplaces. It provides details of practices, knowledge and requirements referred to in the elements and performance criteria. The variables chosen in training and assessment will depend on the work contexts.

The following variables may include but are not limited to:

Store policy and procedures in regard to: • selling products and services.

Product knowledge may include: • warranties • features and benefits • use by dates • handling/storage requirements • stock availability • safety features • price.

Legislative requirements may include: • Trade Practices Act • tobacco laws • liquor laws • sale of second hand goods • occupational health and safety • industry codes of practice • Lottery Acts.

Learning experiences for the HSC must address: Identification of a range of products and services provided to patrons including: • tickets • food and beverages • merchandise • tours and transport • facilities. Product and service knowledge including: • features and benefits • stock availability • price • special offers • how to purchase order • payment methods • hours of operation. A basic awareness of current legislative and regulatory requirements including: • tobacco laws • liquor laws • industry codes of practice • Fair Trading Act 1987 (NSW) • Trade Practices Act 1974 (Cth). Store policies relating to: • selling products and services • refunds • age restrictions • customers with special requirements • staff duties and responsibilities.

1.2 Product knowledge developed by accessing relevant sources in information.

Product knowledge may include: • warranties • features and benefits • use by dates • handling/storage requirements • stock availability • safety features • price.

Learning experiences for the HSC must address: Sources of product knowledge information including: • the internet • general media • other staff members • store or supplier guides • product profiles



Relevant sources of information may include: • Internet • relevant staff members • store or supplier product manuals • product profiles • videos • demonstrations • labels • store tours.

• videos • demonstrations • brochures • site tours • industry associations.

2 Approach customer

2.1 Timing of customer approach determined and applied.

Customers may include: • people with routine or special needs • regular or new customers • people from a range of social, cultural or

ethnic backgrounds and physical and mental abilities.


Types of customers including: • people with routine or special needs • regular or new customers • people from a range of social, cultural or ethnic

backgrounds. Awareness of the importance of effective, positive and efficient customer service. Different methods of approaching a customer: • greeting, merchandise and service approaches • timing of approaches • opening techniques.

2.2 Effective sales approach identified and applied.

Selling may involve: • face to face • over the telephone • over the Internet.


Sales approaches and appropriate situations for their use including: • face to face • over the telephone • over the internet.

2.3 Positive impression conveyed to arouse customer interest.


Customer expectations including: • friendliness • courtesy • prompt service • assistance • empathy • support.



2.4 Knowledge of customer buying behaviour demonstrated.


Awareness of customer buying motives including: • emotional • rational.

3 Gather information

3.1 Questioning techniques applied to determine customer buying motives.


Effective questioning techniques including: • open questions • closed questions • reflective questions. Methods for gathering information including: • verbal questioning

- face to face - over the telephone

• surveys • questionnaires.

3.2 Listening skills used to determine customer requirements.


Effective communication techniques in relation to listening: • active listening • barriers to effective listening. Customer requirements including: • value for money • convenience • flexibility • special requirements.

3.3 Non-verbal communication cues interpreted and clarified.


Awareness of non-verbal communication cues including: • understanding body language • interpreting subtext • gestures • personal space.



3.4 Customers identified by name where possible.


Appropriate forms of address in communication with customers of different age groups, gender and cultural backgrounds.

3.5 Customer directed to specific merchandise.

4 Sell benefits

4.1 Customer needs matched to appropriate products and services.


Matching the preferences, needs and expectations of customer through: • consultative selling • identification of customer needs

- functional - psychological

• building a relationship with the customer • awareness of customer demographics

- age - gender - families - individual customers - corporate customers - lifestyle - income - customers with special needs - international customers

• knowing your product or service.

4.2 Knowledge of products' features and benefits communicated clearly to customers.

Product knowledge may include: • warranties • features and benefits • use by dates

4.3 Product use and safety requirements described to customers.

• handling/storage requirements • stock availability • safety features • price.

4.4 Customers referred to appropriate product specialist as required.



4.5 Routine customer questions about merchandise are answered accurately and honestly or referred to more experienced senior sales staff.

Routine customer questions may relate to: • price and price reductions • quality • features and benefits.


An awareness of frequently asked questions/requests for information including: • price and price reductions • quality • features and benefits.

5 Overcome objections

5.1 Customer objections identified and accepted.


Common causes of customer dissatisfaction and complaints. Customer objections including: • price • timing • merchandise characteristics • service dissatisfaction • product dissatisfaction. Handling difficult customers.

5.2 Objections categorised into price, time and merchandise characteristics.

5.3 Solutions offered according to store policy.


5.4 Problem solving applied to overcome customer objections.


Procedures for handling customer complaints: • negotiation • conflict resolution • referral to appropriate personnel.

6 Close sale

6.1 Customer buying signals monitored, identified and responded to appropriately.




6.2 Customer encouraged to make purchase decisions.


Selling techniques including: • up-selling

- advising customer of information on alternative products and services that may result in them taking a more expensive product with benefits to both the enterprise and the customer

• top down - describing benefits from the most expensive

down • offering alternatives

- providing information on a range of products and services and asking for customers preference

• suggestive selling - providing information regarding additional

services and products to customer • selling benefits to customer

- highlighting benefits of particular products and services to match customer needs.

6.3 Appropriate method of closing sale selected and applied



Awareness of a range of financial transactions available to customers including: • cash • credit • EFTPOS.

Understanding of how to proficiently execute financial transactions, handle tender and record relevant information.

Retail calculations related to cash transactions, weighing and measuring goods: • manual • electronic.

Typical sales documentation including: • invoices • receipts • lay-by slips • return slips • credit notes • stock sheets.



7 Maximise sales opportunities

7.1 Opportunities for making additional sales recognised and applied.


7.2 Customer advised of complementary products or services according to customer's identified need.


7.3 Personal sales outcomes reviewed to maximise future sales.

Learning experiences for the HSC must address: Procedures to review personal sales outcomes including: • analysis

- statistical - comparative

• feedback - customer - supervisor

• personal evaluation.

An awareness of strategies to improve future sales.

Draft Entertainment Curriculum Framework March 2004 CUEMAR01B Assist with marketing 309


Title Assist with marketing HSC Requirements

and Advice

Unit code

CUEMAR01B

Unit Descriptor

This unit describes the skills and knowledge required to provide assistance with a range of marketing activities. As such it requires a general knowledge of marketing and promotional activities, including research, the production of promotional materials and the ways in which individuals are responsible for the promotion of an organisation and its services.


15

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • sources of marketing-related information appropriate to the industry sector • basic research skills encompassing identification of sources, questioning

and active listening to elicit information, note-taking, sorting and processing information

• written and oral communication skills for conveying information clearly, concisely and coherently

• general knowledge of the market for different types of products and services in the relevant industry context

• ways in which different types of businesses present and promote products and services, relevant to the industry sector

• formats and features of different types of promotional materials, and ways in which they can be produced

• networking and distribution channels relevant to the industry sector • interpersonal skills particularly in relation to networking with industry

colleagues • literacy skills sufficient to interpret a broad range of marketing information

and material.

This unit has linkages to a range of other units, and combined assessment and or training with those units may be appropriate, for example: • CUEMAR03B - Undertake

marketing activities.

Assessment of this unit requires access to: • resources required for

marketing activities.

Key Terms and Concepts • basic research skills • communication • distribution channels • industry events and networking

opportunities • internal and external marketing

information • interpersonal skills • marketing • marketing and promotional materials

and activities • networking • organisational identity • preparation, production and

distribution of promotional materials • products and services • records • relevant individuals and

organisations • sources of marketing information.



The assessment context must provide for: • practical demonstration of skills through completion of marketing-

related tasks for a specific industry purpose • liaison with others to reflect the interpersonal aspects of this unit. Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • evaluation of promotional materials on which the candidate has worked • evaluation of material researched by the candidate in response to a

particular need • oral or written questioning to assess general knowledge of marketing as

it applies to a specific organisation industry context • review of portfolios of evidence and third party workplace reports of


The following evidence is critical to the judgement of competence in this unit: • general knowledge of marketing activities in the context of the relevant

industry sector • research and communication skills to source and present information

effectively.




Collecting, organising and analysing information 2 Reviewing competitor information.

Communicating ideas and information 2 Drafting a flyer to promote an event.

Planning and organising activities 2 Organising meetings on marketing issues.

Working with others and in teams 1 Liaising with supervisor to determine work requirements.

Using mathematical ideas and techniques 1 Using budget information.

Solving problems 1 Dealing with conflicting information.




1 Complete marketing related tasks

1.1 Source a range of relevant internal and external marketing information.


Marketing related tasks could be very varied in nature and may include: • research • organisational tasks • document/brochure production • liaison with internal or external stakeholders.

Internal and external marketing information may relate to: • competitors • product/service development • media options • consumer preferences.

Learning experiences for the HSC must address: General knowledge of the market for different types of products and services in a relevant industry context.

An awareness of the ways in which different types of businesses present and promote products and services.

Sources of internal and external marketing information including: • competitors • product/service development • media options • consumer preferences.

Basic research skills including: • identification of relevant material • questioning techniques and active listening to

obtain information • note-taking • analysis techniques to establish relevance and

applicability • sorting, summarising and presenting information.

1.2 Access information and assess for relevance and applicability.

Learning experiences for the HSC must address: Access information from a variety of sources including: • Internet • newspaper reviews and articles • other print media • industry associations and organisations • government and private surveys • journals • consultative processes • company reports.

1.3 Prepare and distribute promotional materials in accordance with instructions and the needs of particular activities.

Marketing and promotional material may include: • media releases • advertisements • flyers • posters

Learning experiences for the HSC must address: Format and features of different types of promotional materials including: • media releases • advertisements • flyers



• invitations • newsletters.

• posters • invitations • newsletters • web pages.

Basic knowledge of the processes for preparation, production and distribution of a range of promotional materials including: • time management • design of materials • writing, editing and proofing • coordination of production processes • sourcing and analysing quotes for services • consulting and obtaining feedback • evaluating materials • distribution of promotional materials.

Preparation of marketing and promotional material for a specific industry purpose.

1.4 Liaise with relevant colleagues in relation to marketing activities within the scope of individual responsibility.

Relevant colleagues may include: • head of department • supervisor • other personnel within the organisation • clients • suppliers.

Marketing related tasks could be very varied in nature and may include: • research • organisational tasks • document/brochure production • liaison with internal or external stakeholders.

Learning experiences for the HSC must address: Points to consider when selecting marketing/ publicity options including: • cost effectiveness • overall benefits • originality • overall effectiveness • audience demographics • competitors in the marketplace.

Importance of communicating ideas with relevant persons including: • supervisor • head of department • other specialist/technical personnel within the

organisation • clients • suppliers.

2 Promote the organisation

2.1 Present the organisation's identity accurately and confidently to relevant individuals and organisations.

Relevant individuals/organisations may include: • internal and external stakeholders • the press • community groups

Learning experiences for the HSC must address: An understanding of the components of an �organisation�s identity�.

Communication skills to promote the organisation�s identity including:



• clubs and societies • significant individuals.

• building a rapport with internal and external stakeholders

• effective verbal and written communication • active listening • personal presentation.

Awareness of relevant individuals and organisations including: • internal and external stakeholders • the press • community groups • clubs and societies • significant individuals • sponsors and donors.

2.2 Make appropriate contact with external stakeholders and promote the organisation in the wider community.

2.3 Maintain accurate records of contact with those external to the organisation.

Learning experiences for the HSC must address: Enterprise/organisation record-keeping methods.

Importance of maintaining up-to-date records.

2.4 Identify appropriate industry events and other networking opportunities and attend as appropriate.

Learning experiences for the HSC must address: Industry events and network opportunities including: • opening nights • productions • trade shows • training courses/seminars • workshops.

Interpersonal skills.

2.5 Share knowledge obtained through networking with colleagues to enhance marketing activities.

Learning experiences for the HSC must address: Disseminating information through a variety of channels including: • staff briefings/debriefings • team meetings • memos/letters/reports • email/e-newsletters • one-on-one communication.

Draft Entertainment Curriculum Framework March 2004 CUSBGE01A Develop and update music industry knowledge 314


Title Develop and update music industry knowledge HSC Requirements

and Advice

Unit code

CUSBGE01A

Unit Descriptor

This unit covers developing familiarity with the structure of the music industry, its products and its organisations. This unit is one of two dealing with industry knowledge. The higher level unit is Maintain and apply music industry knowledge.


20

Evidence Guide


and Advice

Assessment must include evidence of the following knowledge and skills: • roles of relevant industry and other organisations • roles of practitioners in the industry • employment opportunities and pathways in the music industry • identifying and using appropriate sources of information • seeking feedback and using constructive advice to develop industry

knowledge • identifying opportunities to develop awareness of the music industry • communicating appropriately with musicians and others • awareness of OHS issues relevant to identified work areas in the industry.

This unit is core to and may be assessed with all other units in the unit banks for Certificate I, II and III.

This unit of competency must be assessed using: • relevant music industry

information.

Key Terms and Concepts • basic research skills • career pathways • communication skills/protocols • constructive advice and feedback • employment opportunities • groups and associations • industry issues • industry sectors • list of industry contacts,

organisations and associations • music industry information • personnel/practitioner roles • related industries • sources of music industry

information • storing and accessing information • structure of the music industry • support networks • venues • working conditions.



Evidence of competency may be obtained through a variety of methods and may include: • oral questioning on relevant areas of the industry • discussion of the industry and its distinguishing features • samples of work presented orally or in writing • authenticated reports of achievement in relevant courses or training

sessions • authenticated reports of relevant artistic or commercial achievement • case studies or scenarios as a basis for discussing music industry

issues.

Assessment may need to occur on a number of occasions to ensure consistency of performance. Assessment should ensure that a sufficient range of work roles is covered.

This unit of competency may be assessed on or off the job and requires evidence of the assessee's ability to identify, gain and use knowledge of the music industry.

The following evidence is critical to the judgement of competence in this unit: • awareness of the structure of the music industry • understanding of customs, rights and obligations in the industry.









Solving problems 1

Using technology 1



1 Develop knowledge of the industry

1.1 Use relevant sources to learn about the music industry, its sectors, products and organisations.

Sources of industry information may include: • courses • industry and specialised magazines • industry associations and organisations • relevant unions • workshops • businesses • online music information • libraries • music festivals.

Media sources may include: • newspaper reviews and articles • other print media • electronic news media • internet • other information sources.

Industry issues may include ongoing industry characteristics and changes in: • sectors of the industry • music products and services • issues affecting the industry • OHS • taxation • insurance • changes in technology that may have an

impact on the industry.


A basic awareness of the structure of the music industry. A basic knowledge of industry sectors including: • the role and product/service offered by each

sector • example of business/organisation in each sector • interrelationship between the sectors. Basic research using skills for: • identification of relevant information • questioning techniques to obtain information • sorting, summarising and presenting information. Sources of music industry information including: • courses • industry and specialised magazines/journals • industry associations and organisations • relevant unions • workshops • businesses • online music information • libraries • music festivals • personal observation and experience • colleagues, supervisors and managers • industry contacts, mentors and advisors • newspaper reviews and articles • other print media • electronic news media • the internet. A basic awareness of ongoing industry characteristics/changes in: • sectors of the industry • music products and services • issues affecting the industry • occupational health and safety (OHS) • copyright • contracts



• taxation • insurance • technology.

1.2 Apply industry knowledge to identify work opportunities or career pathways.


An awareness of the main role/ function of • industry personnel including:

- artists - composers - arrangers - producers - crew - sound re-enforcement - lighting technician - managers - lawyers - sound and recording engineers - artists and repertoire - retailers

• industry venues including: - rehearsal studios - recording studios - auditoriums - performance space.

Industry working conditions including: • awards • contract of employment • certified agreement • enterprise agreement • workplace agreement. Employment opportunities and career pathways in the music industry. Protocols for communicating with musicians and others from the music industry.

2 Establish and maintain effective industry contacts

2.1 Identify the general role of support networks within the music industry relevant to area or areas of interest.


A range of support networks.



2.2 Identify groups and associations relevant to own existing and potential areas of interest in the music industry.


A range of groups and associations.

2.3 Seek advice from relevant industry practitioners to assist work and/or career outcomes.

Industry issues may include ongoing industry characteristics and changes in: • sectors of the industry • music products and services • issues affecting the industry • OHS • taxation • insurance • changes in technology that may have an

impact on the industry.


Knowledge and understanding of how to make contact and maintain professional relationships with industry practitioners.

2.4 Use contacts with industry practitioners and others to develop the knowledge needed to work in the industry.

Related industries may include: • entertainment • film and television • media • tourism and hospitality • retail.


A basic knowledge of the interrelationship between the music industry and other industries including: • entertainment • film and television • media • tourism and hospitality • retail.

3 Maintain up to date music industry information

3.1 Continuously develop and maintain an easily accessible industry list of contacts that includes people, associations, organisations and relevant contact details.


Development of a contact list of industry practitioners, associations and organisations who can assist in developing and maintaining up-to-date knowledge needed to work in the industry.

3.2 Maintain relevant industry information systematically and in an easily accessible form to use as a reference where relevant to learning about and working in the industry.


Storage and access of information including: • electronic or hard copy • creation of and indexing files

- alphabetical - chronological - subject - key word

• location of resources and filing systems • maintaining integrity through updating files and

resources information.

Draft Entertainment Curriculum Framework March 2004 CUSGEN01A Use and adapt to changes in technology 319


Title Use and adapt to changes in technology HSC Requirements

and Advice

Unit code

CUSGEN01A

Unit Descriptor

This unit describes the skills and knowledge required to evaluate and adapt to a variety of technological changes within the cultural industries. This knowledge underpins effective performance in all sectors and applies to all people working in these industries.


10

Evidence Guide


and Advice

Assessment must include evidence of essential knowledge of, and skills in, the following areas: • the ability to access information about new technology • basic research skills • identification of relevant information • questioning techniques to obtain information • sorting and summarising information • ability to undertake training in new technology and incorporate the use of

new technology into current work practices.

This is a core unit that underpins effective performance in all other units. It is recommended that this unit is delivered/ assessed in conjunction with other operational and technical units.

Assessment requires access to a range of relevant and current industry information materials listed in the range of variables statement.

Work place based assessment should utilise the range of materials current and relevant to that workplace environment.

Simulated workplace activities must be undertaken using an appropriate range of relevant and current material to the industry.

Key Terms and Concepts • communication • documentation • entertainment industry • related industries • research • sources of information • new technologies • technology • training • work practices.



Assessment may take place on the job, off the job or a combination of both of these. Off the job assessment must be undertaken in a closely simulated workplace environment.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • practical demonstration (direct observation may need to occur on more

than one occasion to establish consistency of performance) • role play • case studies • work samples or simulated workplace activities • oral questioning/interview • written or interactive computer based test or quiz • projects/reports/logbooks • third party reports and authenticated prior achievements • portfolios of evidence.

This unit of competence applies to a range of cultural industries. The focus of assessment will depend on the industry involved. Assessment must be contextualised/tailored to meet the needs of the particular industry and industry sector in which performance is being assessed. Assessment would only address those variable circumstances, listed in the range of variables statements, which apply to the chosen context.

Care should be taken in developing training to meet the requirements of this unit. The specific focus of training will depend upon the industry involved ie. music, film and television, radio or multimedia. For generic pre-vocational training, organisations should provide training, which is tailored to meet the needs of the particular industry. It is intended that participants will gain a breadth of industry knowledge, encompassing the full range of industry contexts, with no bias towards individual industry specialisations.

The following evidence is critical to the judgement of competence in this unit: • demonstration of knowledge of new technology • incorporation of appropriate new technology into current work

practices to achieve most effective outcomes.









Solving problems 2

Using technology 3



1 Evaluate information about new technology

1.1 Where necessary seek information about the current technological changes that apply to the relevant industry.

Information about the new technology may be obtained from the following sources: • electronic media • reference books • libraries • industry associations and organisations • industry journals • publications - newsletters, magazines,

bulletins and letters • computer data, including internet • induction kits • organisational policies, procedures and

journals • occupational health and safety laws,

regulations, journals • personal observations and experience • discussions with current industry practitioners • discussions with manufacturers technical and

sales personnel • specialist technical publications • manufacturers' handbooks, manuals

promotional material.

Industries incorporating new technology may include: • music • film • television • radio • interactive multimedia • entertainment • arts.

New technology may include: • replacement of analogue systems with digital

systems • video editing software • music production software and equipment • sound editing software • camera equipment • sound equipment • projection equipment • computer technology.


Research methods to source current information about new technology including: • formal and informal • primary and secondary. Sources of information including: • electronic media • reference materials • libraries • industry associations and organisations • industry journals • publications • organisational policies and procedures • personal observations and experience • manufacturers� advice • specialist technical publications. An awareness of new technologies relevant to the entertainment industry and other related industries including: • music • film • television • radio • interactive multimedia • arts. New technologies including: • analogue systems versus digital systems • video editing software • music production software and equipment • sound editing software • camera equipment • sound equipment • projection equipment • computer technology.



1.2 Evaluate the information according to the impact it will have on effective work performance within the industry, including information about: • changes in any type of equipment

or technology used within the industry

• likely effects of new technology on current work practices

• ways of upgrading skills to include the use of new technology.


An awareness of the effects of technological developments in the entertainment industry affecting: • production processes • equipment • work practices • training and education • resource requirements.

2 Adapt to changes in the new technology

2.1 When required, undertake appropriate training of new technology to improve work practices.

New technology may include: • replacement of analogue systems with digital

systems • video editing software • music production software and equipment • sound editing software • camera equipment • sound equipment


Knowledge of how to access appropriate training including: • in-house training • industry seminars • training courses.

2.2 Read any relevant documentation that will assist in the practice of use of the new technology.

• projection equipment • computer technology.


Relevant documentation including: • manuals • manufacturers� guides • training materials.

2.3 When required, select appropriate equipment that is suitable for the specific uses defined by the new technology.


General features and use of a range of new technologies as they apply to specific areas of the entertainment industry including: • music and sound software and equipment • video and projection software and equipment • lighting software and equipment • staging technology • computer technology • administration • technical production.

2.4 Implement the new technology in current work practices.



3 Update knowledge of new technology

3.1 Continually apply informal and/or formal research to update knowledge of any subsequent new technologies that may impact on work practices.

Information about the new technology may be obtained from the following sources: • electronic media • reference books • libraries

3.2 Monitor current changes in technology and implement those changes when required.

• industry associations and organisations • industry journals • publications - newsletters, magazines,

bulletins and letters • computer data, including internet • induction kits • organisational policies, procedures and

journals • occupational health and safety laws,


An awareness of current changes in technology through observation of, or research about, a variety of entertainment productions: • local • national • international.

3.3 Share updated knowledge with colleagues as appropriate, and incorporate information into day-to-day work activities.

regulations, journals • personal observations and experience • discussions with current industry practitioners • discussions with manufacturers technical and

sales personnel • specialist technical publications • manufacturers' handbooks, manuals

promotional material.

Draft Entertainment Curriculum Framework March 2004 CUSSOU01A Move and set up instruments and equipment 324

`Training Package Music (CUS01)

Title Move and set up instruments and equipment HSC Requirements

and Advice

Unit code

CUSSOU01A

Unit Descriptor

This unit describes the skills and knowledge required to load and transport instruments and/or equipment to a venue, and set up those instruments at the venue for any production in the cultural industries.


10

Evidence Guide


and Advice

Assessment must include evidence of essential knowledge of, and skills in, the following areas: • relevant principles and regulations of occupational health and safety,

especially safe lifting • following simple technical cues where relevant • communicating clearly to achieve planned outcomes • working effectively with others • setting priorities • selecting and using available technology appropriate to the task • ensuring the care and security of instruments and equipment.

Combined training delivery and/or assessment may be appropriate with a range of sound and music units including: • CUSSAF02A - Follow health,

safety and security procedures in the music industry.

There are significant resource implications for the assessment of this unity, as indicated by the range of variables statement.

Assessment requires access to a range of up to date equipment listed in the range of variables statement, currently used by the industry.

Key Terms and Concepts • appropriate personnel • communication • de-rigging • equipment • first aid kit • industry/enterprise procedures • instruments • inventory • lifting equipment/accessories

(moving devices) • load and unload (load in and load

out) • movement and set up of instruments

and equipment • occupational health and safety

(OHS) • personal protective equipment (PPE) • plans/documentation • reporting • safe lifting and manual handling • special conditions • storage • technical cues.



Assessment of this unit would most effectively be undertaken on the job due to the specific workplace environment requirements. However, assessment can be undertaken in a closely simulated workplace environment, which reproduces all the elements of a production situation including operating to a production schedule. The simulated assessment event should involve all the team members that would normally participate in a production and the use of current industry standard equipment.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: • practical demonstration (direct observation may need to occur on more

than one occasion to establish consistency of performance) • simulated workplace activities • oral questioning/interview • third party reports of authenticated prior achievements.

The following evidence is critical to the judgement of competence in this unit: • safe handling of heavy materials • ability to follow instructions.









Solving problems 1

Using technology 1



1 Plan for the safe manual handling of instruments and equipment

1.1 Find out the correct placing of equipment and instruments with performers, head of technical crew and/or musical director as required.

Instruments and equipment include: • musical instruments • instrumental accessories, cases and spare parts • sound equipment and cabling • stands • lighting equipment.


Preparation of an inventory of instruments and equipment including: • musical instruments • instrumental accessories, cases and spare parts • sound equipment and cabling • stands • lighting equipment. Role and responsibility of personnel in relation to movement and set up of instruments and equipment including: • performers • head of technical crew • technical crew • musical director.

1.2 Check plans with designated personnel where required before loading in or loading out.


Industry/enterprise plans/documentation.

1.3 Secure moving devices where possible to assist personnel.


Occupational health and safety (OHS) hazards associated with loading in and loading out instruments and equipment.

1.4 Check with designated personnel the order in which equipment will be moved where required.

1.5 Check any special conditions of the job.

Special conditions of the job may include consideration of: • stairs • narrow spaces • environmental factors • traffic • safety hazards • crowds.


Communication protocols between relevant personnel to determine any special conditions or requirements. Special conditions including: • stairs • narrow spaces • environmental factors



• traffic • safety hazards • crowds.

1.6 Find out any likely problems associated with moving and check tasks with all relevant personnel.

2 Use clothing and accessories for protection

2.1 Check that a first aid kit is available at all times and check that essential items are always on hand.


Awareness of OHS requirements regarding first aid kits.

Essential items for a first aid kit according to work environment and task.

2.2 Wear appropriate clothing to protect the body.

Protective clothing may include: • safety shoes • ear plugs or earmuffs • protective gloves.


Selection of personal protective equipment (PPE) appropriate to work task including: • safety shoes • ear plugs or earmuffs • protective gloves.

2.3 Use lifting equipment or accessories where required in accordance with OHS principles.


Selection and use of available technology appropriate to the task.

Appropriate equipment/accessories (moving devices) to assist loading/unloading including: • ramps • trolleys • straps.

3 Load and/or unload a van or truck with equipment

3.1 Check what needs to be packed and pack it to minimise movement in transit, interlock where appropriate.


An understanding of industry/enterprise procedures and guidelines for safe loading/unloading of a truck carrying musical instruments and equipment including: • packing of instruments and equipment • securing load for transit • correct distribution of weight • placement of load in order appropriate to event

and venue.



3.2 Check that gear is packed in the appropriate order taking account of weight, fragility and unloading requirements.

3.3 Distribute weight evenly, front to back and left to right.

4 Move and set up instruments and equipment

4.1 Ensure that instruments, equipment and personnel are protected against damage, loss or injury while they are being moved and set up.

Instruments and equipment include: • musical instruments • instrumental accessories, cases and spare parts • sound equipment and cabling • stands • lighting equipment.


A basic awareness of legislation and insurance requirements.

Importance of ensuring care and safety of instruments, equipment and personnel.

4.2 Assist with the set up instruments and equipment according to agreed plans and for the safety of players, crew, front of house staff and the public.


Safe work practices for the following tasks: • position and set up instruments and equipment • assemble, connect and secure instruments,

equipment, cabling and accessories.

Importance of maintaining a safe work environment.

4.3 Ensure that all cables are gaffer taped securely in traffic cable areas.

5 Disassemble sound equipment after use

5.1 Assist with safe de-rigging of equipment.


Industry/enterprise standards for safe de-rigging of equipment.

Knowledge of how to disassemble, disconnect, secure and store: • equipment • instruments • cabling • accessories.

5.2 Report any lost or damaged equipment to appropriate personnel.


Enterprise/organisation procedures for reporting lost or damaged equipment.



5.3 Store cabling tidily and methodically and check that all equipment is accounted for before packing.


The need to consult inventory prior to pack-up. Safe storage of instruments, equipment, cabling and accessories.

5.4 Leave the working environment clean after use.

5.5 Deal with problems promptly and effectively.

5.6 Follow OHS principles at all stages and observe safe lifting and handling.

Statutory regulations may be: • local • state • federal.


A basic knowledge of OHS principles and regulations/legislation applicable to work tasks. Principles of safe lifting and manual handling.

Draft Entertainment Curriculum Framework March 2004 CUSSOU04A Record sound 330


Title Record sound HSC Requirements

and Advice

Unit code

CUSSOU04A

Unit Descriptor

This unit describes the skills and knowledge required to record sound, using a variety of digital and analogue recording equipment in a studio or on location for a production in the cultural industries.


20

Evidence Guide


and Advice

Assessment must include evidence of essential knowledge of, and skills in, the following areas: • knowledge of principles and practice of sound • operational knowledge of a range of microphones • sound equipment and technical knowledge • critical listening and aural discrimination • communication skills • knowledge of occupational health and safety practices.

This unit has strong linkages to the following units and combined training delivery and/or assessment is recommended: • CUSSAF02A - Follow health,

safety and security procedures in the music industry.

There are significant resource implications for the assessment of this unit, as indicated by the range of variables statement.

Assessment requires access to a range of equipment listed in the range of variables statement currently used by the industry.

Key Terms and Concepts • appropriate personnel • audio recording equipment • aural discrimination • communication • copyright regulations • critical listening • defect • documentation • equalise sound • frequency • labelling • level • microphone patterns • microphones • occupational health and safety

(OHS) practices and legislation • principles and practice of sound • production requirements • recorded line-up • reporting • run-up time • signal chain • signal processing



Assessment may take place on the job, off the job or a mix of both. Off the job assessment must be undertaken in a closely simulated workplace environment.

Assessment methods must include observation of a practical demonstration. Direct observation may need to occur on more than one occasion to establish consistency of performance. Methods to assess essential underpinning knowledge may include: • work samples or simulated workplace activities • oral questioning/interview • projects/reports/logbooks • third party reports and authenticated prior achievements • portfolios of evidence.

Assessment must ensure that a sufficient range of recording circumstances and conditions are covered.

The following evidence is critical to the judgement of competence in this unit: • technical knowledge of a range of audio recording equipment • knowledge and application of relevant OHS practices and legislation.

• signal to noise ratio • sound check • sound equipment • working environment.









Solving problems 1

Using technology 2



1 Prepare to record sound

1.1 Ensure that equipment, accessories and all components are in good condition and working order and meet production requirements.

Audio equipment includes: • digital and analogue recording devices • amplifiers • equalisers • mixers mono, stereo • mixing console • CD player/burner • DAT recorder • reel to reel hard disc recorder • mini disc • DVD • computer technology and associated software. Relevant production requirements may include: • duration • style • content • budget • deadlines • location • audience • purpose • contractual • confidentiality • intellectual property • copyright • schedule • direct quotes • attributions • interviews. Working environments may include: • studio • recording studio • sound stage • location/site • continuity/network control point • post-production area/dubbing theatre.


A basic understanding of the principles of sound. General features, uses and characteristics of a range of audio equipment including: • microphones • recording devices • recording media • peripheral components. Production requirements including: • duration • style • content • budget • deadlines • location • audience • purpose • contractual • confidentiality • intellectual property • copyright • schedule • direct quotes • attributions • interviews.



1.2 Set up, connect and align equipment and cabling according to safety regulations and production requirements.


An awareness of characteristics/needs of possible working environments including: • studio • recording studio • sound stage • location/site • continuity/network control point • post-production area/dubbing theatre. Selection of appropriate microphones, recording devices and recording media for a range of purposes and working environments. Preparation of equipment for recording including: • microphone stands • microphones • cabling • recorder • amplifier • headphones • foldback • speakers • peripherals. Understanding of correct microphone placement for required effect. Knowledge and application of relevant occupational health and safety (OHS) practices and legislation to all work tasks.

1.3 Conduct sound check and test the recorded line-up to ensure the level, frequency, signal to noise ratio meets required standards.

Microphones includes: • shotgun • dynamic • condenser • PZM (pressure zone microphone) • lapel.


Operational knowledge of a range of microphones. Importance of critical listening and aural discrimination.



1.4 Rectify any faults/problems and/or refer to the appropriate personnel prior to commencement of production.

Relevant personnel may include: • producers • directors • artists • broadcasters • performers • program managers • other technical staff • other specialist staff.

Communication tasks may include: • verbal fault reports to appropriate personnel • notes on faults and problems.


Realistic solutions to a range of common audio faults/problems. How and when to seek assistance. An awareness of the main role of other production personnel in relation to audio work tasks including: • producer • director • artist • broadcaster • stage/production manager • program manager • technical staff. Importance of audio personnel liaising with other production staff. Reporting including: • formal/informal • verbal/written.

1.5 Ensure that all documentation and labelling is accurate, legible and up to date, and meets with production requirements.

Material to be read and/or interpreted may include: • production schedule • track sheets • organisation standards • occupational health and safety requirements • text requirements • performers' requirements.

Relevant production requirements may include: • duration • style • content • budget • deadlines • location • audience • purpose • contractual • confidentiality


Industry/enterprise standards for: • documentation

- clear - legible - accurate - concise - appropriate use of terminology and

abbreviations • labelling. Related documentation including: • production schedule • track sheets • organisation standards • occupational health and safety requirements • text requirements • performers' requirements.



• intellectual property • copyright • schedule • direct quotes • attributions • interviews.

2 Record sound

2.1 Ensure that run up time is sufficient to allow stable sound recording.

2.2 Equalise sound for optimal quality.

Microphone patterns may include: • omni • uni • bi-directional • cardoid.


Knowledge of microphone patterns including: • omni • uni • bi-directional • cardoid.

2.3 Apply appropriate signal processing.


Understanding of the following in a recording session: • line level • microphone level • gain structure.

2.4 Monitor the sound recording for quality, audible defects and extraneous background sound throughout the production and communicate defects immediately to relevant personnel to enable defects to be rectified.



Understanding of the signal chain in a recording session and ability to replay recorded signals for relevant personnel.

2.5 Ensure that background sound levels are consistent and suitable for any post-production should this be necessary.



2.6 Deal with problems promptly and effectively throughout the sound recording process either autonomously or by communicating to relevant personnel as required.

Communication tasks may include: • verbal fault reports to appropriate personnel • notes on faults and problems.


2.7 Comply with copyright regulations as appropriate.


Awareness of copyright regulations.

Documents

ENTERTAINMENT INDUSTRY - Board of Studies