Professional Documents
Culture Documents
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admin@acda.vic.edu.au
Number of Elective 5
Units
Course Delivery
• Training and assessment strategies and practices are the approach of, and method adopted by, an RTO with respect to
training and assessment designed to enable learners to meet the requirements of the training package or accredited
course.
• Validation is the quality review of the assessment process. Validation involves checking that the assessment tools
produced are valid, reliable, sufficient, current and authentic evidence to enable reasonable judgments to be made as to
whether the requirements of the training package or VET accredited courses are met. It includes reviewing a statistically
valid sample of the assessments and making recommendations for future improvements to the assessment tool, process
and/or outcomes and acting upon such recommendations.
To gain a more complete picture of the Training and Assessment Strategy for this qualification, the Course Structure and Delivery
Plan should be read in conjunction with RTO Management System.
The location of training facilities for this target group will be at:
Mullum Cluster
Australia College of Dramatic Arts & MBCTA Youth Theatre
7 Macquarie Place, Boronia, Victoria
Theatre and studio
Brimbank Cluster
Taylors Lakes Secondary College
1 / 39 Parmelia Drive Taylors Lakes,
Theatre/drama room
For each unit, students are provided with a Learner Resource, which includes materials used in the training sessions including
• Practice exercises that reinforce the required interpersonal skills for individual and group work.
• Context related training activities in the classroom involving individuals, pairs and small group activities.(see 2.4 below)
• Learner resource workbooks to support training, independent reading and research projects.
• If students are currently working they are able- although not required- to make use of their own workplace experiences and
workplace documents in responding to activities.
• Within the assessment of the units, learners are required to participate in simulated activities that closely reflect workplace
processes and unexpected or contingency related activities
This program requires participants to undertake self-directed learning in order to successfully complete the course.
ACDA has invested in a range of quality learning resources to ensure students and teachers have access to well-researched
information. ACDA will continue to source and generate the highest quality of teaching resources, particularly samples of
documents and resources generally used in the workplace, to enable the best learning outcomes for students.
The Learner Manual consists of employability skills to be developed, publications, websites, end of chapter mapping to
performance criteria and mapping to final assessments. The Trainer and Assessor’s manual consists of a collection of instructional
guides, reference material, assessment tools, marking guides and detailed mapping of each unit.
These instructional guides have been reviewed and validated –and edited annually –to address the elements, skill and knowledge,
critical aspects of evidence and employability skills of each unit of competency all units.
The course is delivered over 570 to 700 hours in a clustering sequence covering all elements, performance criteria, as well as required
employability skills. The program is delivered over one study period for 64 weeks, excluding term holidays/breaks (45 delivery weeks).
Year 1 will comprise of 9 Units of Competency. Successful completion students will receive a Statement of Attainment.
Year 2 will comprise of 7 Units of Competency and 1 elective
Successful completion students will receive the qualification 22307VIC Certificate In Acting (Screen)
Note: This RTO may not offer all qualifications listed above in possible pathways
Employment Pathways
The following employment pathways are available to students who complete this qualification:
Recognition of Prior Learning provides students an opportunity to have their current skills and competencies recognised.
This prior learning may have occurred through formal or informal training, through work or through life. It is a process whereby you are given
Training and Assessment Strategy
© Australian College of Dramatic Arts Version 6, December 2015 Page 19 of 61
credit for what you can already do.
If you believe that this applies to you for any part of the course then you should ask for a Recognition of Prior Learning application form.
(Attached)
The form should be completed and forwarded to the CEO for formal assessment. Please supply relevant diplomas or certificates, or
reports and references from former teachers or employers or other persons, relevant to the application.
Our educational staff will assess the application and you will be advised of the decision.
There is a provision for appeal against such decision under the Student Grievance Procedures in place with the College.
No. Of
Average
Self-Study Classes Unit
Delivery Unit
Stage Hours – 32 per Delivery is
Unit Code Unit Title Hours per Delivery
Delivery Research year plus concurrent -
Week Hours
projects and VET Clustered
3 hours per (Nominal)
assignments Industry delivery
week
days
Semester One and Two - First Year - 32 weeks at 1 day per week plus VET Industry Days x 3 (18 hours) = Total Hours 114
1&2 CUFIND201A Develop and apply creative arts industry 8 3 6.6 YES
20
knowledge
Semester One and Two Second Year 32 Weeks 1 days per week plus VET Industry Days x 4 (24 hours) = Total Hours 120
VET in Schools delivery attracts VCE and VCAL students. There is very wide diversity of knowledge, intellectual discernment, written skills and
the practical application of acting skills within the students who may enrol in the proposed course.
The following support will be available to learners:
All teachers employed by the college have the TAE 40110, are teachers, have professional development to support learner difficulties, and are
versed in student management.
They are supported by Merilyn Brend Robinson (CEO) Certificate III and IV in Community services work – CHC40902 (Psychological first aid) and
William Robinson (CEO/Technical advisor)
The following processes will be applied for students considered to be ”at risk”:
• Identify the ‘at risk’ reason(s) - Identifying particular requirements (such as literacy, numeracy, English language or physical
capabilities)
ACDA has intervention strategies, including student support services, available to enable students to complete qualification in the expected time
frame. Students at risk of not completing within this time frame are identified as early as possible.
Students failing to achieve a Competent result in the first two filming assessment activities that match to the Year 1 Acting Units of Competency
and failure to do the appropriate background research work are automatically regarded as being “students at risk”, as these Acting units have
been determined as being of primary importance to the success of gaining this qualification.
If an intervention is successful then no further action will apply. However in the case of subsequent failure by student(s) to achieve
competent results in other filming/theory assessments, they will be deemed as “Students at risk” and further intervention strategies
will apply. If by the end of Term 2 there are more than 3 Not Yet Satisfactory marks given to the students then a parent/teacher
(CEO) meeting will be initiated.
This may include providing:
• Language, Literacy & Numeracy (LLN) support
• Assistive technology
• Additional tutorials, and/or
• Other mechanisms, such as assistance in using technology for online delivery components
• Direct access to the current version of the units of competency, assessment requirements, relevant copyright course (Training
Package and companion volumes)
• Access to appropriate support materials relevant to their areas of delivery and assessment
• Access to the latest copy of assessment tools used for this program
• Access to training and assessment resources to meet the requirements of learners with special needs including procedures for
making reasonable adjustments to the assessment process
• Access to equipment and facilities to meet the requirements of each unit of competency and to successfully implement the program
specifically these are:
• Teacher Induction
• Drama lesson, including speech and improvisations
• Knowledge of the Film and Television Industry, agents and casting consultants and the protocols and procedures of the Industry.
• Film and Television workshops
• Industry Guest exposure
• All teachers have individual cameras and tripod, SD cards.
• Teachers manuals with model answers
• Assessment reporting tools
Training and Assessment Strategy
© Australian College of Dramatic Arts Version 6, December 2015 Page 24 of 61
• Teacher resources kit
They are supported by the Technical Advisor for the college.
The following physical resources owned by external organisations are available for use during training and assessment, and a Third Party
Agreement outlining the details of this arrangement is in the following location:
DEEDCD contracts with all schools
Use of drama room or Performing Arts facility
Teaching & learning resources used by ACDA for 22307VIC Certificate III in Acting (Screen) are Teacher Manual with model
answers, Teacher Induction information, Teacher Resources and Professional Development Policy and Plan, each Unit of
Competency has a TEACHER UNIT MAPPING.
Students are provided with Learners Manuals and workbook, SD cards for filming and playback of filming work, dedicated YouTube
channel for students work and ACDA website for resource material.
In addition to these resources, ACDA has books and resource materials available to staff and students for further reference.
• Learners Manual
• Workbook
Training and Assessment Strategy
© Australian College of Dramatic Arts Version 6, December 2015 Page 29 of 61
Supporting Resources
• Entertainment Industry Booklet MEAA freelance
actor articles
FNSCUS401 Participate in negotiations Primary Resource
• Learners Manual
• Workbook
• Screen-test and participate in negotiations with
Industry guest speakers (producer/casting
consultants)
Supporting Resources
• Deal with conflict booklet
• Negotiations worksheets and role play
• Role play activities
VU21843 Write the script Primary Resource
• Learners Manual
• Workbook
• Write own material
Supporting Resources
• Storyboard worksheets
• Internet examples
VU21840 Expand skills for auditions Primary Resource
• Learners Manual
• Rehearsal and filming activities
• Screen-test and chat to camera activities
Supporting Resources
• Agents workshop
• Casting Consultants workshop
• Internet examples
VU21841 Expand script knowledge and Primary Resource
performance skills • Learners Manual
• Rehearsal and filming of contemporary scripts
and improvisation activities
• Writing own scripts
Supporting Resources
This program requires participants to undertake self-directed learning in order to successfully complete the course.
The proposed duration of the course, at two years part time, is consistent with AQF Volume of Learning guidelines. In addition to
scheduled formal class hours, students are required to participate in the following non-supervised activity. Non-supervised activity
will involve the student:
ACT002 (VU21838)
ACT005 100103 Expand script knowledge and ACT003 (VU21839) 45
(VU21841) performance skills
ACT002 (VU21838)
ACT006 100103 Extend acting techniques 50
(VU21842) ACT003 (VU21839)
ACT002 (VU21838)
ACT007 100103 Write the script 50
(VU21843)
ACDA has invested in a range of quality learning resources to ensure students and teachers have access to well-researched
information. ACDA will continue to source and generate the highest quality of teaching resources, current Industry professional
guest speakers and particularly samples of documents and resources generally used in the workplace, to enable the best learning
outcomes for students.
The following LLN strategies might include, but are not limited to:
• Using inclusive teaching practices
• Acknowledging a range of learning styles and adapting teaching strategies to reflect the needs of learners
• Regularly revising content
• Setting effective classroom management techniques, such as focused group interactions
• Note-taking and assignment writing skills
• Allowing additional time to complete tasks
The learning needs that form the basis of any adjustment to the training program will be identified and appropriate strategies will be
agreed with the student. Any adjustments will be recorded in the student file and will not compromise the competency standard.
The Learners Manual consists of employability skills to be developed, lesson mapping to performance criteria and mapping to final
assessments.
The Trainer and Assessor’s guide (Teacher Unit Mapping) consists of a collection of instructional guides, reference material, assessment
tools, marking guides and detailed mapping of each unit designed by ACDA.
These instructional guides have been reviewed and validated –and if necessary amended –to address the elements, skill and knowledge,
critical aspects of evidence and employability skills of each unit of competency all units.
5. Assessment
In line with ACDA’s policy and procedure, trainers will:
• Explain the context and purpose of the assessment and the assessment process.
• Explain the Competency Standards to be assessed and the evidence to be collected.
• Outline the assessment procedure, the preparation which the candidate should undertake, and answer any questions.
• Assess the needs of the candidate and, where applicable, negotiate reasonable adjustment for assessing people with disabilities
without compromising the integrity of the competencies.
• Seek feedback regarding the candidate's understanding of the competency standards, evidence requirements and assessment
process.
ACDA ensures that staff involved in the training and assessment of this qualification, have access to:
• The present version of this qualification as well as the units of competency, assessment guidelines, unit mapping and qualification
structure.
• Trainer, assessor and student support materials and resources relating to the units of competency that are being delivered and
assessed.
• Sufficient resources to meet the requirements of students with special needs and has a process in place that includes reasonable
adjustment procedures.
• The necessary facilities and equipment needed to conduct the program.
More detailed information regarding the assessment of each unit of competency, including timing and resources can be found in the
assessment overview documents for each unit which are saved on ACDA’s internal network in the following location: Dropbox/Audit Answers
The following table provides a general overview of the evidence gathering techniques that will be used to assess each unit of competency.
Trainer
Current
Vocational and 2016 2017
Role Industry 2015
Competence Assessor No equivalence No equivalence
Skills
PD
TAE40110* or a
TAE40110* or equivalent TAE40110* or a diploma
diploma or a
or a diploma or a higher or a higher level
Trainer higher level
level qualification in adult qualification in adult
qualification in
education education
adult education
TAE40110,
TAE40110 or the
TAE40110, Assessor Assessor Skill
Assessor Skill Set* or
Skill Set* or a diploma or Set* or a diploma
Assessor equivalent, or a diploma or
higher level qualification or higher level
Vocational higher level qualification in
in adult education qualification in
Training adult education
adult education
Areas
Trainer under
supervision
1 x Enterprise Trainer Skill 1 x Enterprise Trainer 1 x Enterprise
(of a qualified --
Set^ or equivalent Skill Set^ Trainer Skill Set^
trainer listed
above)
TAE50111* or
TAE40110* TAE40110/TAE50111/TA TAE40110/TAE50111/T
TAE50211* or a
E50211* or equivalent or a AE50211* or a higher
Trainer/Asse higher level
higher level qualification in level qualification in adult
ssor qualification in
adult education education
Training and adult education
Assessment TAE50111*
OR TAE50111* or
Qualifications TAE50111*/TAE50211* or TAE50111*/TAE50211*
TAE50211* or a
TAE50211* equivalent or a higher or a higher level
higher level
Trainer/Asse level qualification in adult qualification in adult
qualification in
ssor education education
adult education
* or its successor
Key ^ Enterprise Trainer Skill Set includes one of the following or its successor:
TAE40110 Certificate IV in Training and TAESS00007 Enterprise Trainer – TAESS00003 Enterprise Trainer and
Assessment Presenting Skill Set Assessor Skill Set
TAE50111 Diploma of Vocational Education and BSBCMM401A Make a TAEASS401B Plan
Training presentation assessment activities and
processes
TAE50211 Diploma of Training Design and TAEDEL301A Provide work TAEASS402B Assess
Development skill instruction competence
TAESS00001 Assessor Skill Set TAEASS403B
Participate in assessment
• Professional development fosters a culture of continuous improvement for self and student achievement.
• Effective professional development supports critical examination of instruction and experimentation in the delivery of the course, especially within
a niche arts subject.
• Professional development demands continuous assessment of student performance in order to adjust and improve practices.
• Encouragement to teachers to undertake professional developments internal and external, informal and formal.
• Effective professional development supports critical examination of instruction and experimentation in the delivery of the course, especially within
a niche arts subject.
• Professional development demands continuous assessment of student performance in order to adjust and improve practices.
Formal Prior to course Start of year information Theatre and/or Teacher Induction
start: Teacher schools folder
Induction Validation of assessment
processes January 23rd & 30th
Monday Minutes
August 25th at
3.30pm
Classroom visits
• Term 2: Informal checks through weekly email, text, phone, in-class observation. In class supervision if needed.
• Term 3: Informal checks through weekly email, text, phone, in-class, observation. In class supervision if needed.
• Term 4: Informal checks through weekly email, text, phone, in-class observation. In class supervision if needed.
• Throughout the year, teachers must also attend excursions and sessions with Industry guest speakers
ACDA is committed to providing Professional Development (PD) opportunities to all staff. ACDA will provide regular information regarding workplace
relevant training workshops and short courses at staff meetings and by email.
Visit to set can only occur where there is a sufficient allowance for large set operations and observations and/or extra work by students can be
accommodated alongside safety/OHS/dusty of care/permissions.
Considerations of taking jobs from actors (MEAA protections should be consulted)
ACDA’s training and assessment strategies and practices have regard to the amount of training required for the learner to gain the competencies as
specified in the training package, depending on the existing skills and knowledge of the learner. ACDA has thorough and rigorous assessment
practices and comprehensive validation processes.
• ACDA is aware that moderation can only be truly useful if the assessment tools that form the basis of moderation have been validated.
• ACDA’s assessment overview documents, marking guides, student assessment booklet, student rationale on Dropbox.
There are no purchased materials for learners. CEO, Merilyn Brend, has written all materials; curriculum, Learners Manual, workbooks
and teacher resource book.
The Impartial Senior Educator, the Course Advisory Group and Industry stakeholders have validated all materials. Students have used
the Learners Manual, which forms the curriculum, since 2005.
Assessment documents have been validated by three reaccreditations, teachers at PD and in practice and the Impartial Senior Educator,
the Course Advisory Group.
The validation process of ACDA after assessments have been conducted will include consideration of:
• target group, diversity of cultural experience, language, literacy and numeracy skill levels underpinning the course of study
• the actual assessment task/s administered to the candidates
• the advice given to students about assessments
• the criteria used for judging the quality of performance (e.g. the decision making rules, evidence requirements etc)
• the context and conditions for the assessment across the sample
• mapping of assessments against requirements of the units of competency.
• evidence of improvements to assessments undertaken since previous validation meeting.
Knowledge
Working knowledge of the roles and responsibilities of technical and creative personnel
Skills
Technical skills
Improvisation
Characterisation techniques
Following direction
Organisational skills
Time management
Numeracy skills
Use calculator
Literacy skills
Basic research
Communication skills
Non-verbal communication
Self-promotion
Collaboration
Negotiation
Interpersonal skills
Personal presentation
A minimum of one filmed sample of student performance and one written sample of student work for an assessment task for each unit of
competency will confirm that an accepted standard of competency is understood and is being consistently implemented by the trainers.
If needed - past RPL submissions will also be examined to ensure that accepted processes and the standard of evidence is reliably
acceptable.
That the assessment of knowledge and skill to the standard of performance prescribed within the units of competency
That there is consistency of assessor judgments
That any methods to prevent student misconduct based on any suspected or actual evidence of plagiarism or collusion will be put in
place (Note: there are no end of year exams)
7.2 VASS
Trainers and assessors provide student progress information to the ACDA. ACDA verifies that accurate and up-to-date information is
recorded. This information is then given to VET/Careers/VASS coordinators for entry on Victorian Assessment Software System (VASS).
The following shows how teachers will understand the procedures and methods of ACDA delivery and assessment. Further information is
used in the MOU’S/DEECD contracts with partnership schools/Clusters.
VASS information is provided to VET/CAREERS/VASS coordinators when enrolments have been completed (usually in the second week
after training has begun).
The start date and end dates for all units of competency will be in conjunction with Cluster VETis dates.
Student Feedback Surveys are conducted at the end of every term and at every VET Industry Day to gain feedback from students and
forms part of the Continuous Improvement Process. Including the AQTF Learners Questionnaire at the end of the year. Summary
findings are available.
All data is reviewed and analysed, assessment validation is checked and evaluated for TAS Strategy updates.
Subject / Unit
Update TAS
Subject / Unit Assessment Validation
Training & Assessment Strategy
Assessment Moderation and Practices Evaluations
Approved by:
1/02/2016
Date: