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Australian College of Dramatic Arts

7 Macquarie Place

Boronia Vic 3155

Telephone: 9720 6200

admin@acda.vic.edu.au

Training and Assessment Strategy (TAS)


RTO Name: Australian College of Dramatic Arts

RTO Code: 3139

Qualification: Certificate III Acting (Screen)

Learner Group: VET in Schools

Date Implemented: 06/12/15 V6

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Contents
1. Qualification Overview .............................................................................................................................................................. 6
1.1 Identifying Information ............................................................................................................................................................... 6
1.2 Qualification Packaging Rules....................................................................................................................................................... 6
1.3 Units of Competency ................................................................................................................................................................... 7
1.4 Learners & Clients....................................................................................................................................................................... 9
Course Delivery ............................................................................................................................................................................. 10
2.1 Environment & Location .............................................................................................................................................................11
2.2 Delivery Approach......................................................................................................................................................................12
2.3 Duration & Amount of Training ...................................................................................................................................................13
2.4 Mode of Delivery .......................................................................................................................................................................14
2.5 Pathways ..................................................................................................................................................................................15
2.6 Entry Requirements ...................................................................................................................................................................17
2.7 Employability Skills Summary / Foundation Skills ..........................................................................................................................17
2.8 Recognition Processes ................................................................................................................................................................19
2.9 Delivery Schedule .....................................................................................................................................................................20
2.10 Educational & Support Services including students at risk ............................................................................................................22
2.11 Evidence of participation .........................................................................................................................................................23
2.12 Physical Resources ...................................................................................................................................................................24
3.0 Learning Resources....................................................................................................................................................................25
4.0 Course Structure........................................................................................................................................................................33
4.1 Reasonable Adjustment-Special learning needs ............................................................................................................................37

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5. Assessment .................................................................................................................................................................................38
5.1 Evidence Gathering Techniques ..................................................................................................................................................38
5.2 Assessment Matrix .....................................................................................................................................................................39
5.3 Assessment Resources ...............................................................................................................................................................40
6. Human Resources – Staff .............................................................................................................................................................41
6.1 Staff Matrix (See also ACDA Trainers and Assessors EVIDENCE MATRIX ) .......................................................................................44
6.2. Professional Development .........................................................................................................................................................46
6.3 Professional Development Annual Plan: .......................................................................................................................................50
Professional Development Procedures..................................................................................................................................................50
6.4 Industry consultation .................................................................................................................................................................52
7.0 Assessment Validation Process ....................................................................................................................................................53
7.1 Assessment outcomes ................................................................................................................................................................54
7.2 VASS ........................................................................................................................................................................................56
7.3 Pre Assessment Information .......................................................................................................................................................57
7.4 Validation meetings - Reporting ..................................................................................................................................................57
7.5 Assessment review ....................................................................................................................................................................58
7.6 Assessment Feedback ................................................................................................................................................................58
7.7 Assessment Appeals...................................................................................................................................................................58
7.8 Review Calendar ........................................................................................................................................................................58
7.9 Continuous Improvement Process ...............................................................................................................................................58
8.0 Moderation Meetings ..................................................................................................................................................................59
8.1 Transition Arrangements ............................................................................................................................................................59
9.0 Review of Training and Assessment Strategy (TAS) ......................................................................................................................61
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1. Qualification Overview
1.1 Identifying Information
RTO Name Australian College of Dramatic Arts

RTO Code 3139

Qualification Code 22307VIC

Qualification Title Certificate III Acting (Screen)

Delivery Period Part-time over two years

Contact Person Merilyn Brend

Contact Details mbcta@virtual.net.au

Authorised By Merilyn Brend


Copyright Owner
Are There Productions Pty Ltd trading as Australian College of Dramatic Arts

1.2 Qualification Packaging Rules


Based on information available from www.training.gov.au the following packaging rules apply for completion of this qualification:
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Total Number of Units 21

Number of Core Units 16

Number of Elective 5
Units

Credit towards VCE/VCAL:


Other notes (imported VCE: Block credit arrangements are available for this program.
units, levels of units,
etc) VCAL: This program contributes to the Industry Specific Skills Strand and may also contribute to the Work
Related Skills Strand of VCAL.
Course is run over two years.
9 core units in year one
7 core units and 5 electives (one per person) in year two

1.3 Units of Competency


Code Title Core Elective

CUECOR02C Work with others √ ☐


BSBWOR301 Organise personal work priorities
and development
√ ☐
CUSOHS301A Follow occupational health and
safety procedures
√ ☐
ICPDMT263 Access and use the internet √ ☐

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CUFIND201A Develop and apply creative arts
industry knowledge
√ ☐
CUSMPF302A Prepare self for performance √ ☐
VU21837 Prepare and present self for
auditions
√ ☐
VU21838 Develop script knowledge and
performance skills
√ ☐
VU21839 Develop acting techniques √ ☐
BSBDIV301 Work effectively with diversity √ ☐
CUFIND401A Provide services on a freelance
basis
√ ☐
FNSCUS401 Participate in negotiations √ ☐
VU21843 Write the script √ ☐
VU21840 Expand skills for auditions √ ☐
VU21841 Expand script knowledge and
performance skills
√ ☐
VU21842 Extend acting techniques √ ☐
CUFMUP401A Design, apply and remove make-
up
☐ √
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CUFAIR302A Develop techniques for presenting
information to camera ☐ √

CUFDRT602A Audition and select performers


☐ √

CUFCAM401A Shoot a wide range of television


content ☐ √

CUFDRT502A Direct performers


☐ √

Description of Victorian Registration and Qualifications Authority


licensing Period of Accreditation October 30 2015 – November 1 2020
requirements (if AVETMISS information
indicated above) ANZSCO code: 211111 Actor
ASCED Code: 1001 Performing Arts

1.4 Learners & Clients


The college delivers to six clusters of schools within the VET in schools sector in Melbourne – Inner Melbourne VET cluster (IMV), Mullum
cluster, Peninsula cluster, Yarra Valley cluster, Brimbank/Melton cluster and the Lower Hume cluster.
The course is delivered to the VET in schools (VETis) sectors, Year 10 to Year 12/13 students who are aged 15 to 18 years.
The arts and entertainment industry plays a prominent role in the Victorian economy. Graduates make a substantial contribution to the
development of the State’s cultural identity, social cohesion and the fostering of creativity and innovation in the knowledge economy.
The course will provide a training opportunity for talented students to develop their acting skills to a professional standard and to give
information in related industries.
An accredited course is important to the industry and participants as it helps to provide status, integrity and professional recognition.
There are no workplace requirements due to the liabilities inherent within the Film and Television Industry. Students are exposed to visits to
set, industry guest speakers, excursion and incursion and simulated workplace environments.
The course is at AQF Level 3 (Certificate III).
The vocational employment outcomes for participants in the Certificate III in Acting (Screen) are the knowledge and skills for careers as extras,

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bit part actors, leads and related industry jobs. This work requires:
• demonstration of factual, technical, procedural and theoretical knowledge in relation to film and other screen performance; in preparing for
and presenting at auditions and screen tests and in related OHS
• technical skills to undertake, under direction, a range of simple acting tasks where choice between a limited range of options is required
• demonstration of relevant theoretical and operational knowledge in script interpretation, theatrical terminology and OHS in a performance
context
• selection and application of a range of well-developed techniques and skills in movement, acting, characterisation and performance for film
• cognitive and communication skills to apply known solutions to predictable problems encountered in performing, presenting for an audition
or taking a screen test at a professional level
• interpretation of available information in a performance situation or a negotiation, using discretion and judgment
• adaptation and transfer of skills and knowledge in acting within a defined range of situations and time constraints
• taking responsibility for the outputs of oneself and others in planning and presenting a filmed performance and undertaking support roles in
professional screen productions.

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.

• RPL policies and procedures and application forms


• Relevant RPL kit
• Cluster handbooks/student induction information provided to students that indicate time, duration, nature and location of
delivery.
• Assessments together with evidence requirements and associated mappings
• Teacher induction for trainers and assessors about assessments and the way they are conducted for this qualification.

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• Assessment validation policies and procedures
• Assessment retention policies and procedures
• Learning resources inventory for this qualification
• Assessment resources inventory for this qualification
• Communications related to Industry consultation undertaken in developing this qualification
• Policy and procedure relating to English language requirements
• Qualification/Statement of Attainment issuance policy and procedure

2.1 Environment & Location


The environment where the qualification will be delivered includes:

• Performing Arts Centre’s, drama room at High Schools


• VET Industry Days at Abbotsford Convent (an Arts Community)
• Visits to set (where available)

The simulated work environment will be achieved by:

• Simulated auditions and screen-tests


• Filming in front of camera
• Industry Guest speakers delivering workshops
• Visits to set (where available)
All teachers have camera and tripods, SD cards, HDMI cord and laptops. All drama areas have projectors and/or TV’s

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

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Peninsula Cluster
Elisabeth Murdoch College, Warrandyte Road, Langwarrin, Victoria
Theatre and drama room

Yarra Valley Cluster


Lilydale High School, Melba Avenue, Lilydale, Victoria
Drama room

Inner Melbourne Cluster


Canterbury Girls Secondary College, Mangarra Road, Canterbury, Victoria
Drama rooms

Christian Brothers College


11 Westbury St, St Kilda East, Victoria 3183
Drama room

Brimbank Cluster
Taylors Lakes Secondary College
1 / 39 Parmelia Drive Taylors Lakes,
Theatre/drama room

Lower Hume Cluster


Assumption College
Sutherland Street
Kilmore Victoria 3764
Performing arts/drama room

2.2 Delivery Approach


The overall delivery approach involves classroom delivery and a simulated workplace environment. The average delivery is an
average of 3 hours per week face to face and 3 hours individual/group practice and study time. It consists of class room based
face-to-face training led by theory classes; practical sessions involving small groups and individual activities. All units are
clustered.

For each unit, students are provided with a Learner Resource, which includes materials used in the training sessions including

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practice activities, theory reviews, workbooks and assessments.

Classroom based face-to-face training includes:

• 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.

2.3 Duration & Amount of Training


The nominal duration of the course is 570-700 hours depending on choice of elective.
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:

• undertaking self-paced study


• undertaking research
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• preparing for and participating in performances
• collection and analysis of industry information
• preparing assignments, reports and other assessment materials.
The time required to undertake these activities will vary between students based on their experience. On average, the non-supervised
activities listed above will equate to 500 hours.

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)

2.4 Mode of Delivery


Delivery will mainly be:
• Face to face
• Online – some research and assessment tasks
• VET Industry days with Industry Guest Speakers,
• Visits to set (if available)
• Homework and self motivated research

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2.5 Pathways
Study Pathways
The further study pathways available to learners who undertake this qualification include:

• Diploma of Arts – Acting


• Graduate Diploma
• Advanced Diploma of Performing Arts
• Bachelor in Dramatic Arts
• Bachelor in Arts (Acting)
• Bachelor of fine arts (theatre practice).
• Undergraduate Degree in Arts

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:

Actor Computer Effects Director Music Supervisor


Director of
Accounting Assistant Concept Artist Photography/Cinematographer Musical Arranger
Agent Construction Coordinator Director of Programming Nurses and Medics
Automated Dialogue Replacement
Recordist Consulting Producer Distributer On Location Massage
Animal Trainer Costume Designer Dolly Grip PA – office
Animator Costumers Dubbing Mixer PA – Set
Art Dept, Coordinator Costumes/wardrobe Editor Paralegal
Art Dept, Leadman Craft Service Editor Assistant Personal Assistant
Art Dept, Swing Creature Designer Electrician Picture Editor
Art Director Development Executive Executive Assistant Post Producer
Post Production
Assistant Director (1st) Dialect Coach Executive Producer Coordinator
Assistant Director (2nd) Digital Imaging Technician Field Director Post Production
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Supervisor
Assistant Script Supervisor PR Executive Field Producer PR Assistant
Assistant Stereographer Predictor Gaffer Teleprompting
Assistant Producer Production Accountant Graphic/Titles Designer Traffic Assistant
Associate Producer Production Assistant Graphics Operator Translator
Production Coordinator Grip Transportation
Audio Recordist Production Designer Hair Stylist Travel Coordinator
Audio Visual Technician Production Executive Intern Second Unit Director
Autocue Operator Production Manager Interpreter Segment Producer
Best Boy Production Secretary Key Grip Series Producer
Boom Operator Project Manager Lighting Designer Set Construction
Broadcast Engineer Promotions Producer Lighting Supervisor Set Decorator
Cable Puller Prop Maker Lighting Technical Director Set Painting/Scenic
Camera Assistant (1st) Prop Master Line Producer Social Media Specialist
Camera Assistant (2nd) Receptionist Location Manager Sound Assistant
Camera Operator Reporter Location Scout Sound Designer
Casting Associate Researcher Makeup Artist Sound Editor
Casting Coordinator Rigging Electric Marine Specialist Sound Engineer
Casting Director Assistant Rigging Grip Marketing Assistant Sound Recordist
Casting Director/Agent Rights & Clearances Master Control Operator Special Effects
Casting Recruiter Runner Matte Painter Special Effects Editor
Caterer Sales Agent Mechanical Effects Stage Manager
Celebrity Booker Sales Assistant Motion Graphics / Capture Artist Steadicam operator
Colourist Sales Executive Multi-Camera Director Stereographer
Composer Script Supervisor Music Editor Still Photographer
Story Assistant Stunt Driver Unit Manager Voice Over artist
Story Editor Supervising Producer Unit Publicist Wardrobe Assistant
Story Producer Talent Booker Utility Assistant Wardrobe Stylist
Storyboard Artist Tape Logger VFX Coordinator Web Designer
Studio Videographer Technical Director VFX Supervisor Webcaster
Stunt Coordinator Drama teachers Videographer: EFP Writer

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2.6 Entry Requirements
The target group for the course is students currently undertaking Years 10, 11 and 12 in secondary schools in Victoria.
It is recommended that participants have literacy and numeracy competencies equivalent to Australian Core Skills Framework (ACSF) Level 2,
which include:
• comprehending and/or producing structurally simple and cohesive texts which are typically short and explicit
• identifying, using, checking on and communicating straightforward mathematical procedures and representations in familiar
and predictable contexts.

Recognition of Prior Learning provides students an opportunity to have their current skills and competencies recognised.

2.7 Employability Skills Summary / Foundation Skills

Certificate III in Acting (Screen)


Employability Industry/enterprise requirements for this qualification include the following facets:
S
k
i
l
l

Communication: • Communicate effectively with crew and cast


• Listen to and interpret verbal information related to performance requirements
• Read, interpret and apply technical information on performance requirements
• Speak effectively for a filmed performance
• Listen actively to crew and cast

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• Participate in interviews
• Recognise and interpret non-verbal signs, signals and behaviour
• Participate in negotiations with agents, casting consultant, and on set working with crew and cast
Teamwork: • Work as a member of a cast
• Work collaboratively with other cast members in the context of completing work
• Contribute to resolving interpersonal conflicts that may arise with crew or cast
• Collaborate with crew and cast in production activities
• Work with colleagues of different ages, gender, sexual preference, race, religion and political
persuasion
• Value input from crew and cast
Problem • Assist in developing practical solutions for problems arising in performance and production activities
solving:
• Solve problems in teams within own area of responsibility
• Show independence and initiative in identifying problems and solving them
Initiative and • Choose from a number of strategies dependent on performance requirements
enterprise:
• Recognise and respond to changes in performance requirements
• Value input from other crew and cast members
• Translate ideas into action in performance activities
• Manage the response to any contingencies and changes in situations
Planning and • Access, record, collect, analyse, interpret and organise information needed to perform
organising:
• Prepare scope of work and work plans for self

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• Ensure feedback and other information contributes to improvements in own performance effectiveness
• Use time management skills to plan and organise the completion of tasks
Self • Interpret and apply instructions
management:
• Establish and follow own work plans and schedules
• Evaluate and monitor own performance
• Take responsibility for meeting own performance objectives
• Develop trust and confidence in crew and cast
Learning: • Manage adaptation of self to any changes in performance requirements
• Be open to new ideas and changes in performance requirements
• Apply previous experience and feedback to improve performance practice
• Update own knowledge and skills required for performance
Technology: • Apply a range of basic IT skills
• Use IT to organise and access information
• Implement and monitor the application of OH&S procedures when using IT and equipment and facilities
• Apply IT as a management tool to store and organise data

2.8 Recognition Processes


Learners are able to have their competency from prior learning and work experience recognised in this qualification through the
following arrangements: where a student has already achieved the Learning Outcomes for any unit of competency or statement of
attainment for part of a course, then that person can be given credit for, or an exemption from, the unit of competency.

This prior learning may have occurred through formal or informal training, through work or through life. It is a process whereby you are given
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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.

2.9 Delivery Schedule


Delivered in 570 to 700 hours over a period of 2 years, following school semesters (18 delivery weeks per semester)

3 hours delivery per week

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 CUECOR02C Work with others 6 3 5 15 YES

1&2 BSBWOR301 Organise personal work priorities and 3 10 YES


12 30
development

1&2 CUSOHS301A Follow occupational health and safety 4 3 9 10 YES


procedures

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1&2 ICPDMT263 Access and use the internet 8 3 6.6 20 YES

1&2 CUFIND201A Develop and apply creative arts industry 8 3 6.6 YES
20
knowledge

1&2 CUSMPF302A Prepare for performances 5 3 11.6 35 YES

1&2 VU21837 Prepare and present self for auditions 6 3 15 45 YES

1&2 VU21838 Develop script knowledge and 6 3 15 YES


45
performance skills

1&2 VU21839 Develop acting techniques 6 3 15 45 YES

Semester One and Two Second Year 32 Weeks 1 days per week plus VET Industry Days x 4 (24 hours) = Total Hours 120

3&4 BSBDIV301 Work effectively with diversity 12 3 10 30 YES

3&4 CUFIND401A Provide services on a freelance basis 12 3 10 30 YES

3&4 FNSCUS401 Participate in negotiations 8 3 6.6 20 YES

3&4 VU21843 Write the script 20 3 16.6 50 YES

3&4 VU21840 Expand skills for auditions 20 3 16.6 50 YES

3&4 VU21841 Expand script knowledge and 20 3 16.6 YES


50
performance skills

3&4 VU21842 Extend acting techniques 20 3 16.6 50 YES

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UNIT BANK ELECTIVES – CHOOSE ONE
3&4 CUFMUP401A Design, apply and remove make-up 120 16 13.3 160 4

3&4 CUFAIR302A Develop techniques for presenting 12 16 10


30 4
information to camera

3&4 CUFDRT602A Audition and select performers 20 16 16.6 50 4

3&4 CUFCAM401A Shoot a wide range of television content 9 16 23.3 70 4

3&4 CUFDRT502A Direct performers 20 16 16.6 50 4

Course Total Delivery Hours – 570 to 700

2.10 Educational & Support Services including students at risk

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)

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• Contact individual home school VET Coordinator, and if necessary school principals for referral material and to develop strategies to
make support available where problems/gaps are identified.
• Contact parents
• Student medical/welfare forms are confidentially kept

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.

The acting units are:


VU21837 Prepare and present self for auditions
VU21838 Develop script knowledge and performance skills
VU21830 Develop acting techniques

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

2.11 Evidence of participation


ACDA has the following methods to provide evidence of student participation in training and assessment
• Records of assessment
• Attendance records
• Trainer notes of student participation in activities
• Student management system log (within RTO Management System)

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2.12 Physical Resources
All staff involved in the training and assessment of this qualification have:

• 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:

• training facilities and equipment


• related range of texts, references and audio/visual material
• a wide range of performance texts
• rehearsal studios
• an equipped studio theatre
• digital video camera
• playback facilities
• print and video library
• access to professional productions
• access to industry professionals

All teachers must have professional development in:

• 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
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• 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

3.0 Learning Resources


The following teaching and learning resources will be available to ensure learners are able to obtain and absorb the required skills and
knowledge required prior to assessment.

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.

An example of Year 1 UOC VU21839 Develop Acting Techniques is attached.

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.

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22307VIC Certificate III in Acting (Screen)
First year - 9 Core Units of Competency
CODE TITLE Learning Resources
CUECOR02C Work with others Primary Resource
• Learners Manual
• Drama room for warm ups/improvisation
Supporting Resources
• ACARA curriculum: exploring innovation,
entrepreneurship, self-confidence
• How to network, Industry Guest Speakers
• Entertainment Industry Booklet MEAA crew and
actor articles
BSBWOR301 Organise personal work priorities and Primary Resource
development • Learners Manual
• Drama room for warm ups/improvisation
• Rehearsal and filming
Supporting Resources
• Internet access
CUSOHS301A Follow occupational health and safety Primary Resource
procedures • Learners Manual
• Workbook including, quizzes
• MEAA safety reports
• Safety Coordinator workshops including safety
reports
• Working safely on all filming activities and
practical acting activiities
Supporting Resources
• Fact sheets from Work Safe Victoria, DRSABC,
Anaphylaxis, Multiple choice assessment task,

Training and Assessment Strategy


© Australian College of Dramatic Arts Version 6, December 2015 Page 27 of 61
ICPDMT263 Access and use the internet Primary Resource
• Learners manual
• Workbook
• Internet research
• Email activities
• Guest speaker
Supporting Resources
• Internet access

CUFIND201A Develop and apply creative arts industry Primary Resource


knowledge • Learners Manual
• Workbook
Supporting Resources
• Govt. Guidelines – Child Safety
• Actor contracts for the Entertainment Industry
Booklet” MEAA
• How to work on set booklet
• Agent and Casting Consultant Guest Speakers
• Producers and Director Guest speakers
• Stunt and Safety Coordinator workshops
CUSMPF302A Prepare for performances Primary Resource
• Learners Manual
• Folio
• Rehearsal and filming activities
Supporting Resources
• Govt. Guidelines – Child Safety
• Safety reports
• Access to film examples
VU21837 Prepare and present self for auditions Primary Resource
• Learners Manual
• Rehearsal and filming activities
• Screen-test and chat to camera activities
Supporting Resources
• Casting Consultants workshop
• Internet research
Training and Assessment Strategy
© Australian College of Dramatic Arts Version 6, December 2015 Page 28 of 61
VU21838 Develop script knowledge and Primary Resource
performance skills • Learners Manual
• Rehearsal and filming of contemporary scripts
and improvisation activities
• Writing own scripts
Supporting Resources
• Access to scripts
• Write own material
VU21839 Develop acting techniques Primary Resource
• Learners Manual
• Rehearsal and filming of contemporary scripts
and improvisation activities
• Writing own scripts
Supporting Resources
• Drama practitioners information

Second Year 7 Core Units of Competency and 1 elective


CODE TITLE LEARNING RESOURCES
BSBDIV301 Work effectively with diversity Primary Resource
• Learners Manual
• Workbook
• Improvisation activities
• Role play
• Make own TVC
Supporting Resources
• Charter of Human Rights
• Islam Unveiled
• YouTube role play
• Guest speakers

CUFIND401A Provide services on a freelance basis Primary Resource

• 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

Training and Assessment Strategy


© Australian College of Dramatic Arts Version 6, December 2015 Page 30 of 61
• Access to scripts
• Write own material
VU21842 Extend acting techniques Primary Resource
• Learners Manual
• Rehearsal and filming of contemporary scripts
and improvisation activities
• Writing own scripts
Supporting Resources
• Drama practitioners information

Unit Bank Electives– Choose one


CUFMUP401A Design, apply and remove make-up Primary Resource
• Learners Manual
• Workbook and folio
• Industry guest speaker
• Filming project
Supporting Resources
• Make-up resources, kit
• Kilowhat production company
CUFAIR302A Develop techniques for presenting information Primary Resource
to camera • Learners Manual
• Workbook and folio
• Filming project
• Industry Guest Speaker – Executive Television
Producer
Supporting Resources
• Kilowhat production company
CUFDRT602A Audition and select performers Primary Resource
• Learners Manual
• Workbook and folio
• Filming project
• Industry Guest Speaker – Casting Consultant
Supporting Resources

Training and Assessment Strategy


© Australian College of Dramatic Arts Version 6, December 2015 Page 31 of 61
• Kilowhat production company
CUFCAM401A Shoot a wide range of television content Primary Resource
• Learners Manual
• Workbook and folio
• Filming project
• Industry Guest Speaker – Producer
• Technical Advisor
Supporting Resources
• Kilowhat production company
CUFDRT502A Direct performers Primary Resource
• Learners Manual
• Workbook and folio
• Filming project
• Industry Guest Speaker – Director and Producer
Supporting Resources
• Kilowhat production company
• Technical Advisor

Training and Assessment Strategy


© Australian College of Dramatic Arts Version 6, December 2015 Page 32 of 61
4.0 Course Structure
The overall delivery approach involves classroom delivery and a simulated workplace environment. The average delivery is
an average of 3 hours per week face to face and approximately 1.5 to 3 hours individual/group practice and study time. This
program is delivered at designated home schools across six clusters in Melbourne and regional Victoria. It consists of
classroom based face-to-face training led by practical sessions involving small groups and individual activities, many filmed
and theory classes. All units are clustered.
The units of competency are delivered concurrently. The Learners Manual maps the Units of Competency and proves a weekly
description of tasks, topics and themes. Each week gives a further description of learning materials required, assessment tasks and the
hours needed to research, rehearse, write and complete the tasks.

Classroom based face-to-face training includes:


• Practice exercises that reinforce the required interpersonal skills for individuals and group work.
• Context related training activities in the classroom involving individuals, pairs and small group activities.
• Learner resource manual and workbooks to support training, independent reading and research projects.
• Within the assessment of the units, learners are required to participate in simulated activities that closely reflect workplace
processes and unexpected activities.

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:

• undertaking self-paced study


• undertaking research
• preparing for and participating in performances
• collection and analysis of industry information
• preparing assignments, reports and other assessment materials.
The time required to undertake these activities will vary between students based on their experience. On average, the non-
supervised activities listed above will equate to 500 hours.

© ACDA V6 2015 Page 33 of 61


Field of
Unit of Education
competency code Unit of competency title Pre-requisite Nominal hours
code
(six-digit)

CUFIND201A Develop and apply creative arts industry 20


knowledge

CUECOR02C Work with others 15

BSBWOR301 Organise personal work priorities and 30


development

CUSOHS301A Follow occupational health and safety 10


procedures

CUSMPF302A Prepare for performances 35

ICPDMT263 Access and use the internet 20

ACT001 100103 Prepare and present self for auditions 45


(VU21837)

ACT002 100103 Develop script knowledge and 45


(VU21838) performance skills

© ACDA V6 2015 Page 34 of 61


ACT003 100103 Develop acting techniques 45
(VU21839)

CUFIND401A Provide services on a freelance basis 30

BSBDIV301 Work effectively with diversity 30

FNSCUS401 Participate in negotiations 20


ACT001
ACT004 100103 Expand skills for auditions 50
(VU21840) (VU21837)

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)

Elective units - Choose one


540

CUFMUP401A Design, apply and remove make-up 160

© ACDA V6 2015 Page 35 of 61


CUFAIR302A Develop techniques for presenting 30
information to camera

CUFDRT602A Audition and select performers 50

CUFCAM401A Shoot a wide range of television content 70

CUFDRT502A Direct performers 50

Total nominal hours 570-700

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.

© ACDA V6 2015 Page 36 of 61


4.1 Reasonable Adjustment-Special learning needs
ACDA has policies that include reasonable adjustment and access and equity principles. Reasonable adjustment will be provided
for participants with special learning needs (such as a disability or learning difficulty) according to the nature of the learning need.
Evidence collection can be adjusted to suit individual student needs if required and will be endorsed by the CEO of ACDA,
teachers, the VET coordinator of the home school and the student.
Reasonable adjustments are made to ensure that the participant is not presented with artificial barriers to demonstrating
achievement in the program of study. Reasonable adjustments may include the use of adaptive technology, educational support,
and alternative methods of assessment such as oral assessment. All students will be given review of current competencies
including literacy and numeracy LLN prior to commencement of the course.
The learning need identified from this review will form the basis of any adjustment to the training program 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 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.

© ACDA V6 2015 Page 37 of 61


Workbooks are mapped to the elements and performance criteria of all selected Units of Competency. Where there are no workbooks, tasks are
mapped to Units of Competency.

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.

5.1 Evidence Gathering Techniques


Students will undertake both formative and summative assessments, which may include completion of written assignments, filming
activities, screen-tests, observation of class participation, oral questioning and multiple choice assessment tasks.

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.

© ACDA V6 2015 Page 38 of 61


Technique Legend
Examples of techniques may include observation of performance, questioning, workbooks, practical tasks (filming), screen-test/audition
simulation, interviews, third party reports, etc. The techniques used for this qualification and target group are as follows:

A Workbooks, journal, folio, internet research and email tasks


B Direct observation
C Verbal Questioning
D Practical tasks - Rehearsal and filmed performance, audition, chat to camera, screen-tests
E Third part reports – Industry guest speakers
F Multiple choice assessment task
NOTE: This legend matches up with the individual Teacher Unit Guides – evidence matrix

5.2 Assessment Matrix


Unit Code Unit Title
A B C D E F
CUECOR02C Work with others √ √ √
BSBWOR301B Organise personal work priorities and development √ √ √ √ √
CUSOHS301A Follow occupational health and safety procedures √ √ √ √ √ √
ICPDMT263 Access and use the internet √ √ √ √ √ √
CUFIND201A Develop and apply creative arts industry knowledge √ √ √ √ √ √
CUSMPF302A Prepare for performances √ √ √ √ √ √
VU21837 Prepare and present self for auditions √ √ √ √ √ √
VU21838 Develop script knowledge and performance skills √ √ √ √ √ √
VU21839 Develop acting techniques √ √ √ √ √ √
BSBDIV301 Work effectively with diversity √ √ √ √ √ √
CUFIND401A Provide services on a freelance basis √ √ √ √ √
FNSCUS401 Participate in negotiations √ √ √ √ √

© ACDA V6 2015 Page 39 of 61


Unit Code Unit Title
A B C D E F
VU21843 Write the script √ √ √ √ √ √
VU21840 Expand skills for auditions √ √ √ √ √ √
VU21841 Expand script knowledge and performance skills √ √ √ √ √ √
VU21842 Extend acting techniques √ √ √ √ √ √
UNIT BANK Choose one
CUFMUP401A Design, apply and remove make-up √ √ √ √ √
CUFAIR302A Develop techniques for presenting information to √ √ √ √ √
camera

CUFDRT602A Audition and select performers √ √ √ √ √


CUFCAM401A Shoot a wide range of television content √ √ √ √ √
CUFDRT502A Direct performers √ √ √ √ √

5.3 Assessment Resources


Unit Mapping for each UOC has been included in the Teacher/Trainer Manual. An example VU21838 Develop script knowledge and
performance skills has been attached – Appendix 1

© ACDA V6 2015 Page 40 of 61


6. Human Resources – Staff
It is recommended that trainers have a comprehensive current knowledge of the film and television industry, including web-based productions and the
role of a director and actor.
Documentation is kept for each trainer/assessor to demonstrate their competence and currency are held on file and stored in the following location:
ACDA file storage information: hard drives, external hard drives are held at 7 Macquarie Place, Boronia, Victoria 3155 and at 2 Outlook Drive,
Kalorama, Victoria
Dropbox, Audit Answers are cloud-based storage systems.
The table below summarises the requirements for trainers and assessors.

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)

Team TAE40110 or the TAE40110 or the TAE40110 or the


-- -- 
Assessment Assessor Skill Set* or Assessor Skill Set* or a Assessor Skill

© ACDA V6 2015 Page 41 of 61


Qualified equivalent, or a diploma or diploma or higher level Set* or a diploma
assessor higher level qualification in qualification in adult or higher level
adult education education qualification in
adult education
Team
Assessment
  -- N/A N/A N/A
Industry
Expert

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

© ACDA V6 2015 Page 42 of 61


validation
TAEASS401B Plan assessment TAESS00008 Enterprise Trainer – TAEDEL301A Provide
activities and processes Mentoring Skill Set work skill instruction
TAEASS402B Assess competence TAEDEL404A Mentor in the
workplace
TAEASS403B Participate in TAEDEL301A Provide work
assessment validation skill instruction

© ACDA V6 2015 Page 43 of 61


6.1 Staff Matrix (See also ACDA Trainers and Assessors EVIDENCE MATRIX )
Training arrangements
Train/Assess Units of Competency
Staff Member/s Trainer Assessor Vocational Qualification (team teaching, working
Qualification Delivering/Assessing
under supervision, etc)
√ √ Bachelor of Arts
Teaching, Primary and All 22307VIC Certificate
Secondary Methods, III UOC (except
Angela Louis TAE 40110 Drama, Theatre NA CUFMUP401A design,
Studies and Religious apply and remove
Education make-up
Head of Arts
√ √ Bachelor of Education All 22307VIC Certificate
and Bachelor of Arts, III UOC (except
Kacey Hocking TAE 40110 Drama and Dance NA CUFMUP401A design,
apply and remove
Head of Arts (RIA) make-up
√ √ Bachelor of Arts All 22307VIC Certificate
Graduate diploma of III UOC (except
Strutts Psyridos TAE 40110 teaching and learning NA CUFMUP401A design,
apply and remove
Editor make-up
√ √ Bachelor of Arts,
Graduate Diploma of All 22307VIC Certificate
Education, Master of III UOC (except
Matthew Weekes TAE 40110 Music Technology, NA CUFMUP401A design,
VCA Film and TV apply and remove
(Foundation) make-up
Head of Arts
√ √ Bachelor of Arts All 22307VIC Certificate
Degree (Sports III UOC (except
Georgina Dymock TAE 40110 Management) Sports NA CUFMUP401A design,
Management degree, apply and remove
Bachelor of Arts make-up
degree (Professional

© ACDA V6 2015 Page 44 of 61


writing) Actor
√ √ Bachelor of Arts,
All 22307VIC Certificate
Graduate Diploma of
III UOC (except
Education, Graduate
Helen Sandercoe TAE 40110 NA CUFMUP401A design,
diploma (Drama in
apply and remove
Education) Masters of
make-up
Education
√ √ Bachelor of All 22307VIC Certificate
Contemporary Arts, III UOC (except
Lincoln Busby TAE 40110 Masters of Teaching NA CUFMUP401A design,
(Drama and Media) apply and remove
Actor make-up
√ √ Certificate in
Education, Drama and
Music Primary and
Secondary
Agent All 22307VIC Certificate
Dialogue coach III UOC (except
Merilyn Brend TAE 40110 Diploma of NA CUFMUP401A design,
Professional Children’s apply and remove
writing make-up
Actor
Certificate IV
Community Services
(psychological first aid)

William Robinson NO TAEASS401B Camera Person Note: only works with


TAEASS402B 2nd Assistant to teachers for filming
TAEASS403B Director
First Aid Children’s chaperone
Level 2 Actor

© ACDA V6 2015 Page 45 of 61


6.2. Professional Development
The Australian College of Dramatic Arts (ACDA) recognises that in order to meet the vision and mission statements for quality educational delivery we
must provide regular and on-going opportunities for professional development to our trainers in addition to the professional developments received at
their respective home schools. The heart of our professional development plan is to improve instruction in order to increase student performance.

• Professional development fosters a culture of continuous improvement for self and student achievement.

• Professional development bridges gaps in knowledge of the VET sector.

• Professional development promotes leadership and collaboration.

• 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.

• Professional development bridges gaps in knowledge of the VET sector.

• Professional development promotes leadership and collaboration.

• 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.

• Updating personal PD log regularly

Professional Development workshops and methods, informal and formal include:


• Consultation - to assist an individual or group of individuals to clarify and address immediate concerns.
• Coaching - to enhance a person’s competencies in a specific skill area by providing a process of observation, reflection, and action.

© ACDA V6 2015 Page 46 of 61


• Data-based decision making: data collected, organised, and analysed (from students and trainers) used as a basis for making decisions
• Guest speakers – Industry professionals’ workshop throughout the year with teachers, reflecting current industry practices.
• Lesson Study - to solve practical dilemmas related to intervention or instruction through participation with other professionals in systematically
examining practice
• Mentoring – from CEO to promote an individual’s awareness and refinement of his or her own professional development by providing and
recommending structured opportunities for reflection and observation.
• Reflective Supervision - to support, develop, and ultimately evaluate the performance of employees through a process of inquiry that encourages
their understanding and articulation of the rationale for their own practices
• Research based: strategies and practices chosen for implementation have a foundation in research
• Technical Assistance – by CEO/Technical Advisor to assist individuals and their organisation to improve by offering resources and information,
supporting networking and change efforts
• Visit to set – Provides industry experience Knowledge of AQTF, VRQA and NQC requirements affecting the VET delivery sector are also
incorporated in professional development sessions.
Essential Knowledge and Skills for trainers

• Acting Coaching (all trainers are drama teachers)


• Acting for camera (knowledge of the techniques or working in front of camera)
• Industry Knowledge (all teachers have had film and TV industry experience)
• Understanding of UOC’s and their specific requirements
• Learners Manual (Text book)
• Workbooks to the UOC’s
• Model Answers
• Marking guides
• Assessments
o Class task/assessment
o Individual student task/assessment
o Student Assessment Booklet
• Knowledge of Employability Skills embedded with the UOC’s
• Knowledge of LLN embedded within the UOC’s
• Knowledge of core skills embedded within the UOC’s

© ACDA V6 2015 Page 47 of 61


• ACF
• Awareness of disorders and disabilities and how to manage them within the classroom

Professional Subject Needs Date & Location Evidence


Development
Annual Plan

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

Term 1 At risk students MBCTA Practical

Filming techniques work Tuesday March


in front of camera with 18th at 3.30pm
students

Term 2 At risk students Individual Agenda


meetings
Interim reports Minutes

Term 3 At risk students MBCTA Agenda

Monday Minutes

August 25th at
3.30pm

Term 4 At risk students Individual Agenda


Final meetings
presentations/graduation Minutes
Debrief

© ACDA V6 2015 Page 48 of 61


VET Industry Days Attendance TBA TBA
through the year
at excursions Learners Manuals,
and guest workbooks, reports,
speaker sessions feedback

Informal Text/Email/Phone TBA

Classroom visits

© ACDA V6 2015 Page 49 of 61


6.3 Professional Development Annual Plan:
• Prior to course start: Formal pre-commencement PD and/or Teacher Induction.

• Term 1: Teacher Induction – prior to start of class


Informal checks through weekly email, text, phone, in-class observation. In class supervision if needed

• Term 2: Informal checks through weekly email, text, phone, in-class observation. In class supervision if needed.

• Mid Year: Formal June PD

• 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.

• End of year: meeting

• 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.

Professional Development Procedures

• will ensure that PD events are communicated among staff.


• will ensure that relevant leadership staff are added to subscription listed for regular training related newsletters
• will provide opportunities in regular staff reviews and annual appraisals for staff to propose PD opportunities.
• will provide a percentage of its annual operating budget to support the professional development of its staff.
• The 'Staff PD schedule' form will be utilised to record annual PD attendances, also PD agenda and minutes
(See example)

© ACDA V6 2015 Page 50 of 61


Professional Development Schedule

Date PD Event Description Attended By

27/1/15 Induction CEO’s


Learners Manuals All ACDA trainers
Workbooks KH - minute taker
Model answers
Marking guides – how to do in class and minimize out of hours
Assessment, class lists, reports due date
How to assess honestly
Formative or Summative Formative Assessment:

• Involves gathering evidence on the individual’s progress


and giving them feedback on their progress
• Identifies the learner’s progress towards competence and
is used during the period of learning
• Summative Assessment: Involves gathering evidence on
the individual’s achievement of the required knowledge
and skills
• Determines whether a person is competent (recognition is
a form of summative assessment)
Third party assessment
Term overview report
Special Needs
23/5/15 Assessments – marking guides- class and individual CEO’s
Overview docs – how to All ACDA trainers
Evidence – what to collect KH - minute taker
Knowing our students
Interim reports
At risk
Games list – MW and GB run and collate
First aid – is it mandatory for teachers
Plan a lesson – show and dissect
13/8/15 Attendance CEO’s
New data system All ACDA trainers
© ACDA V6 2015 Page 51 of 61
Duty of Care KH - minute taker
Assessment review
Filming – see resource
Teacher Resource kit
Third party evidence – what is it?
Nov/Dec Individual trainer debriefing CEO
For 2016 – Student Assessment Booklet hard copy
(Rationale – not all students 15-18 have access to internet)

Attached Appendix PD Minutes Jan 28th 2016

6.4 Industry consultation


The need for courses in acting has been identified by research and consultation with industry and focus groups, and industry
professionals.
Continual industry feedback in current trends from:
Diet, fitness and health Emma Singleton and Robbie Smith Personal Trainers - Strength HQ/RSElite
Make-up Keira Hocking – Make-up artist
Shaylee Bartholomeusz – Make up and Prosthetics
1 to 1 Beauty and Hair Training
Action Acting Chris Peters – stunt coordinator/safety coordinator
Jade Amantea - stunt coordinator/safety coordinator
Chris Kemp - stunt coordinator/safety coordinator
Col Parrot Executive Television Producer
Warren Parrot Executive Television Producer
Jo Rippon Casting consultant
Gabrielle Healy Casting consultant
Jan Russ Casting consultant
Dina Mann Casting Consultant
Catherine Poulton Agent/Manager
Ian White Agent/Manager
Michael King Actor/Voice over artist
Ryan Moloney Actor
Nat Croft 1st assistant to the director
Tempany Deckert Actor/writer
Stuart Sorrell Victoria Police

© ACDA V6 2015 Page 52 of 61


Pat Bigham CIS CFA volunteer (OAM)

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)

7.0 Assessment Validation Process

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.

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7.1 Assessment outcomes
Skills and knowledge outcomes of the course

Certificate III in Acting (Screen)

Knowledge

Working knowledge of film references and terminology

Working knowledge of the roles and responsibilities of technical and creative personnel

Screen acting techniques

Techniques for performance for camera

Basic operational knowledge of film and screen performance

Preparation and presentation for an audition/screen test

Basic knowledge of OHS in a performance setting

Basic knowledge of the film and television industry

Basic financial awareness in relation to contracting

Basic knowledge of script interpretation

Industry standards and expectations

Skills

Technical skills

Use of performance space

Improvisation

Acting techniques for camera

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Movement techniques

Characterisation techniques

Following direction

Communicate and search online

Organisational skills

Motivation and initiative

Time management

Numeracy skills

Use calculator

Literacy skills

Read and interpret scripts

Basic research

Preparation of promotional materials

Film and television industry terminology

Read and analyse scripts

Write and edit a performance piece

Communication skills

Communicate with others – question, share information, listen

Non-verbal communication

Self-promotion

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Vocal flexibility and strength

Collaboration

Negotiation

Observation skills to learn from others

Interpersonal skills

Work and plan with cast and crew

Relate to people from a range of backgrounds and with varying abilities

Reflect on own performance and provide feedback

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.

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A list of units of competency in which the student is enrolled is also provided.
Before each data submission to the clusters/VASS, outcomes and dates are reviewed and updated as required.
Data is provided to VASS coordinators on soft copy upon completion of the course. The 22307VIC Certificate III in Acting (Screen) Units
of competency run concurrently.
On completion of the course, unit outcomes are checked by the assessor to confirm outcomes and whether a certificate or a statement of
attainment will be issued.

7.3 Pre Assessment Information


ACDA ensures that all assessment events are preceded by the supply of assessment information to ensure that all students undertaking
assessment are informed of their individual responsibilities and the circumstances and conditions in which assessment will take place.
This information may be provided via student induction information handbook, orientation events, and student enrolment interviews or via
assessment plans within Learners Manual.

7.4 Validation meetings - Reporting


The CEO will ensure that an Assessment Validation Audit Report is recorded following annual moderation meeting/s and feature findings
and actions taken in response to moderation and all Assessment Validation activities undertaken over the previous 6 - 12 months.
Validation will occur in alignment with the RTO’s 5 year plan. Refer to the plan/schedule in the following location: See Validation reports -
Audit Answers
In relation to this procedure the report will include recommendations for any necessary improvements to:

• the assessment tools


• the context and conditions for the assessment
• the actual task/s to be administered to the students
• the advice to students about assessments
• the criteria used for judging the quality of performance (e.g. the decision making rules, evidence requirements etc)
• assessor judgments including advice on specific adjustment of the results of a specific cohort of candidates prior to the
finalisation of results
• resources need for assessment

The coordinator will refer to and ensure completion of:


Refer to RTO Management system
Assessment Validation report 9/12/15
Validation Meeting Tool V1 2015

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7.5 Assessment review
In addition to the validation processes ACDA has implemented an assessment review process whereby all assessments of all students of
all units are reviewed by the CEO or other vocationally competent trainer/assessor as a process of maximizing assessment security and
minimising student capacity to plagiarise and pass work off as their own or be engaged in cheating or copying. Any apparent instances of
such practices will be investigated with the student as will any failure of assessors to adequately mark or provide feedback to the
students.

7.6 Assessment Feedback


Student Feedback Surveys are conducted at the end of every term and at all VET Industry Days to gain feedback from students. These
form part of the Continuous Improvement Process, including the AQTF Learners Questionnaire at the end of the year. Summary findings
are available.
Teacher and Industry Speaker feedback is sought, analysed and evaluated for currency.

7.7 Assessment Appeals


ACDA will provide an Assessment Appeals procedure for students who have received an assessment result following any assessment
event that they disagree with. ACDA will, within 10 days of receipt of an appeal will process all assessment appeals. All assessment
appeal outcomes will be maintained on the students file. Student records may be adjusted to comply with ACDA’s decision following all
assessment appeals (Please refer to the Assessment Appeals Policy and Appeal Form)

7.8 Review Calendar


The review calendar can be used to determine the timing for the annual activities of Review of the Assessment System. The current
calendar entry for the assessment system features a complete review. Previously the A-Z version control was used. As ACDA is a small
operation administrative Staff Meeting are held very two weeks.

7.9 Continuous Improvement Process


Feedback and input from students and other stakeholders will be sought, analysed and acted upon, where necessary, on a regular basis.
Information gained will form part of any validation and moderation processes.

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.

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Conduct Student Data compiled &
/Teacher/Industry Subject / Unit
analysed
Feedback Surveys Review

Subject / Unit
Update TAS
Subject / Unit Assessment Validation
Training & Assessment Strategy
Assessment Moderation and Practices Evaluations

8.0 Moderation Meetings


Moderation meetings will be held according to a set schedule to ensure a systematic approach. This is separate to the validation process and is
intended to ensure reliable judgments have been made prior to issuing results to learners.
Moderation of judgments will occur on a regular basis, prior to issuing results to students, every term. The moderation process involves the review
of samples folios of evidence (assessments) to confirm reliability and consistency of judgments that meet the requirements of the training package as
well as meet industry standards. Materials such as learning and reference materials, training package assessment guidelines, feedback forms and
other resources will be utilised.
Discussions and recommendations during moderation meetings will be recorded on a digital log and at PD meetings (formal and informal) and stored
in the following location: ACDA 7 Macquarie Place, Boronia, Victoria 3155 and at 2 Outlook Drive, Kalorama, Victoria.

8.1 Transition Arrangements


ACDA is subscribed to the following email updates to ensure the RTO is current in VET Reform, Standards and any other changes

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• VRQA
• Australian Skills Quality Authority
• Training.gov.au
• VET Reform Taskforce
• VELG Training Newsletters
• ACPET
• ISC Newsletters
• VET Task Force
• USI
• My Skills
• IBSA
• Skills@work
• Drama Victoria

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9.0 Review of Training and Assessment Strategy (TAS)
This TAS will be reviewed as required by changes to reaccreditation, organisational resources and in meeting individual client needs. A
systematic approach will also be used to review the TAS and any recommended changes will be discussed by trainers, assessors, the RTO
Manager and Administrative staff. These changes will be implemented when approved.

Approved by:

Merliyn Brend Robinson


RTO Manager Name:

RTO Manager Signature:

1/02/2016
Date:

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