Board of Studies

SCOPE & SEQUENCE.
what we want to achieve as teachers, in the time frame and process.
6 Aim

The Entertainment Industry Curriculum Framework is designed to enable students to acquire a range of technical, practical, personal and organisational skills valued both within and beyond the workplace. They will also acquire underpinning skills and knowledge related to work, employment and further training within the entertainment industry sector. Through study of this subject, students will gain experiences that can be applied to a range of contexts, including work, study and leisure and which can assist them in making informed career choices.

TEACHING PROGRAMME.

Programmes that emhance the Curriculum, are delivered in Creative Active ways, embrace the values of the school community, in our case Steiner. Programmes with understanding of the theorists, like H Gardner's Multiple intelliengces, Blooms Vygotsky.

. 8 Course Structures

8.1 Courses within the Entertainment Industry Curriculum Framework

An industry curriculum framework describes the units of competency that have been identified as being suitable for the purposes of the Higher School Certificate. Units of competency in the Entertainment Industry Curriculum Framework are detailed in Sections
8.3 and 8.4.

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

The Entertainment Industry Curriculum Framework includes the following courses:
• Entertainment Industry (120 indicative hours)
• Entertainment Industry (240 indicative hours).

The maximum number of Preliminary and/or HSC units available from this framework is four units. That is, courses can total up to 240 hours. In addition to courses within the framework students may undertake locally designed Board Endorsed VET courses drawing from the Entertainment Training Package (CUE03). Such courses may provide additional HSC credit for part-time school-based trainees.

Compulsory units of competency are those that all students must attempt in their study of the HSC course (refer to Tables 1 and 2). Core units of competency are those required by the national Training Package in order to be eligible for the vocational qualification (refer to Section 15).

The selection of units of competency within course structures should provide the opportunity for students to be eligible for a qualification. Section 15 provides the qualification packaging rules for each qualification available within the Entertainment Industry Curriculum Framework. This information is reproduced from the Training Package and should be consulted when selecting units of competency.

As a number of units of competency from the Entertainment Training Package have been imported from other national Training Packages it is important that teachers are aware of all VET courses students are studying to ensure that they do not complete the same unit of competency in another VET course (refer to Section 13.3). The other Training Packages include Business Services (BSB01), General Construction (BCG03), Film, Television, Radio and Multimedia (CUF01), Music (CUS01), Metal and Engineering Industry (MEM98), Hospitality (THH02) and Retail (WRR02).

It is important to adopt an integrated or holistic approach to course delivery. Examples of integrated approaches to programming and assessment strategies, as well as advice on curriculum materials that may be used to support the delivery of courses within the Entertainment Industry Curriculum Framework, is contained in the Entertainment Industry Support Document and Resource List (www.boardofstudies.nsw.edu.au). This information is provided as a guide to RTOs delivering HSC courses within the curriculum framework. The use of the resources listed is not mandatory.

8.3 Entertainment Industry (120 indicative hours)

Purpose
The purpose of this course is to provide students with an opportunity to develop basic knowledge and skills for live production, theatre and events industries.

Course structure


120 indicative hour courses are accredited for a total of two units at the Preliminary and/or HSC level.

Course requirements
Students must undertake ALL compulsory units of competency plus a selection of elective units of competency from the 240 indicative hour course which have not already been undertaken to a minimum value of 50 indicative hours.

Students must complete a minimum of 35 hours of mandatory work placement.

Table 1 Entertainment Industry (120 indicative hours)
COMPULSORY Attempt ALL units
Unit code Unit title HSC indicative hours of credit
BSBCMN203A Communicate in the workplace 15
CUECOR02B Work with others 15
CUEIND01B Source and apply entertainment industry knowledge 25
CUFSAF01B Follow health, safety and security procedures 10
CUSGEN02B Work in a culturally diverse environment 5




ASSESSMENT.
Is the watching and evaluating of the individual, and the class.
Having clear Assessment Rubric
Making sure all students Achieve and the Z P D is Achieved.

9 Outcomes and Content

9.1 Units of competency

Details about individual units of competency included in the Entertainment Industry Curriculum Framework for the Higher School Certificate are contained in Part B of this syllabus. Part B details unit of competency content and HSC requirements and advice.

The text for each unit of competency in the Entertainment Industry Curriculum Framework is reproduced directly from the Entertainment Training Package (CUE03). Units of competency consist of:
➢ elements of competency
➢ performance criteria
➢ range statement
➢ evidence guide, including:
➢ underpinning skills and knowledge
➢ linkages to other units
➢ critical aspects of evidence
➢ method and context of assessment
➢ resource requirements
➢ key competencies in this unit.

11 Assessment Requirements and Advice

Assessment is the process of gathering information and making judgements about student achievement for a variety of purposes. In the Higher School Certificate, those purposes include:
• assisting student learning
• evaluating and improving teaching and learning programs
• certifying satisfactory achievement and completion of courses
• reporting achievement in the Higher School Certificate.

For VET courses, they also include assessment for the purpose of achieving AQF Certificates and Statements of Attainment.

The information in this section relates to the Board of Studies’ requirements for assessing and reporting achievement in the Higher School Certificate. In this context, assessing refers to competency-based assessment and to external examinations. Reporting refers to the documents used by the Board of Studies NSW and RTOs to report both measures of achievement.


11.1 Competency-based assessment

The courses within the Entertainment Industry Curriculum Framework are competency-based courses. The AQTF requires that a competency-based approach to assessment be used and that a record be held by the RTO of the competencies achieved.

In a competency-based course, assessment of competencies is standards-referenced. This means that a participant’s performance is judged against a prescribed standard contained in each unit of competency, not against the performance of other participants.

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

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

It is not necessary, nor is it desirable, for individual performance criteria to be demonstrated separately for assessment purposes. Rather, assessors should adopt an integrated or holistic approach to assessment. This means that a number of elements of competency or even several units of competency are assessed together. This method of assessment is encouraged in line with the concept of competence as the integration of a wide range of skills, knowledge and attitudes.

Jean Piaget and Lev Vygotsky\

Vygotsky approached development differently from Piaget. Piaget believed that cognitive development consists of four main periods of cognitive growth: sensorimotor, preoperational, concrete operations, and formal operations (Saettler, 331). Piaget's theory suggests that development has an endpoint in goal. Vygotsky, in contrast, believed that development is a process that should be analyzed, instead of a product to be obtained. According to Vygotsky, the development process that begins at birth and continues until death is too complex to to be defined by stages (Driscoll, 1994; Hausfather,1996).
Vygotsky believed that this life long process of development was dependent on social interaction and that social learning actually leads to cognitive development. This phenomena is called the Zone of Proximal Development . Vygotsky describes it as "the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers" (Vygotsky, 1978).

Other sites of interest. L VYGOTSKY,
http://tip.psychology.org/piaget.html
Characteristics of Constructivist Learning & Teaching
Piaget's Theory of Cognitive Development.
Piaget power point

Relationships

"These moments of true disturbance are great gifts"

Margret J Wheatley Bringing Schools Back to Life.
I feel one of the greatest qualities Margret Wheatley expresses is her ideas about community is the listening to the differences, allowing the disturbance to be a gift. Facing changes with love and respect.
"What if we were to willingly listen to one another with the awareness that we each see the world in unique ways? And with the expectations that I could learn something new if I listen for the differences rather than the similarities? We would be together, brought together by our differences rather than separated by them."
http://www.margaretwheatley.com/articles/lifetoschools.html


We do have to have programs that do address the multiple intelligences in our students, engage and enrich the individual experience as well as the whole class and is active in the world audience,

Creative education means the individual, the class, and the greater school community can access higher and deeper understanding in education.
Subjects become doable, amendable, assessable Research, collaboration, evaluation, reflection, and presentation.
Creative education means the ability to inter weave, layer learning, in a scaffolding of sounds, Visuals, links, connections, that take a subject and the learner beyond Research to deeper understanding, gives Relevance and takes the student into other subjects, to many other areas of education and Life Skills. Subjects and the learning experience become alive and tangible.

Encouragement


Encouragement also referred to as ‘positive support’.
What is encouragement?

Encouragement is:

1. to give hope or confidence to
2. to urge
3. to stimulate
4. to help and to develop

Why use encouragement and what are its benefits?

There are many reasons why encouragement should be used. Some are:

1. It creates a bond of trust between teacher, student and entire class.
2. It gives students confidence. – i.e. they appreciate their own behaviour and accomplishments, while separating their work from their worth.
3. Students, who know that they are in a safe environment and will want to learn, engage and grow.
4. Students achieve high result and greater develop better – i.e. better in attitude, values and socially.
5. It increases student self esteem, and as result they will develop with more confidence – they will trust in challenging and testing theories – they will move out of their comfort zone – growth will occur.
6. It models ways of interacting with one another. ‘Put downs’ decrease and ‘build up’ increase.
7. Parents want their children to enjoy learning. It gives them confidence in you as a professional teacher.
8. You become much more approachable. Hence, students and parents will come to you to share problems and concerns.
9. It establishes a tone for your class.
10. Behaviour problems diminish dramatically and classroom management becomes easier.
11. Other students who you do not teach will look forward to you teaching them.
12. Your reputation, your self esteem and your confidence to handle situations increases.
13. You enjoy teaching more because your students want to give you more. More contact in class and more contact out of class.
14. It is one of the most effective strategies that you as a professional must use.
    

MOTIVATION

Intrinsic and Extrinsic motivation. Ch 3 in Marsh.

Extrinsic – it is the motivation to act that comes from the external environment, outside of the person.

Intrinsically motivated learners want to learn because they are curious, they want to improve, they seek knowledge, and learning gives them satisfaction.
McKeachie (1999) notes that this form of motivation nurtures and encourages the habit of life-long learning.

I call on Tony"s prayer to take us beyond with Love.

Just a little prayer for us struggling teachers on the road to becoming experts.

May I be brave enough to embrace a new world view as
Espoused by Margaret Wheatley.
May I develop the wisdom of recognising Gardners Nine Intelligences
In my students.
May I gain true insight in teaching Glasser’s six basic needs of Survival;
Power, Love, Belonging, Freedom and Fun.
May I have the strength and courage to incorporate Hatties guide for expert teachers
Into every class, every day.
May I develop awareness of the full scope of the Constructivist approach
To education.
And may I develop the selflessness to recognise that students need to be encouraged to be creative in their approach to their own education and
Empowered in making decisions in relation to their lives

The Theories

Establishing the theories of learning and teaching.

• Constructivism
• Behaviorism
• Piaget's Developmental Theory
• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition

The creative learning community

You need chaos in your soul to give birth to a dancing star

Title quote by Friedrich Nietzsche

Place It is essential that the team meet in a pleasant place where all are able to feel they are within the group and can have eye contact.
Linking The members of the team need to link together by sharing their stories, giving a little of their personal experiences, their likes, dislikes.
Time the most precious thing we have in our world to day is Time. A good team will find quality time to devote to their tasks.
Share The ability to share ideas will develop once the previous three pre-requisites are in place.
Valued We feel valued when we are genuinely listened to, when we can actually say what we think, what we feel and have others understand, listen and respond.
Talents & Gifts These are unlocked when all the above conditions have been met. This is when the real creativity of the group can come into being. Everyone has unique talents and it is when they can be fully expressed and developed in a team that it becomes bigger than the individuals. Talents & Gifts.
Extraordinary now we have extraordinary achievements emerging from the group. This is when people say “How was it done, they are just a bunch of ordinary people?” the power of a vital team generates the spirit among them. It’s true “Where two or three are gathered in my name ( in the name of beliefs, ideology and vision) there am I (The Divine) in the midst of them. The experience of WAVE is truly a moment of miricales "As human beings, we call the highest things we can look up to the "Divine", and we must imagine that our highest aim and calling have something to do with this Divine element"

Rudolf Steiner

Affirmation The individuals within the group are given great courage and strength to set out on their personal journey of discovery and Creativity within the context of their whole life not just at school or work.

Wave as a Creative learning environment Experience

WAVE: WEARABLE ARTS VISION in EDUCATION .Wave is a complex manipulation of scaffolding that draws the individual, the class and the school community into the production and performance. Its conclusion and resolution for some subjects. It’s deeply embedded in to the schools philosophy, ethics and ideals. The college of teachers study and research the themes and production schedules. The wave and its current and undertow are an on going ebb and flow through the school. Its infrastructure is enhancing and unfolding, enriching the very learning experience. Experiencing this educational event is an extraordinary journey into the understanding of the true meaning of “The Creative Learning Experience”. This event can and does impact on our students in an amazing way they reach higher learning, communication, understanding and Experience Wave is a representation creative learning environments do work and can grow as an effective tool in education. It started 6 years ago and has grown in its presence in the school and classroom environment, Wave has incorporated into the vast scaffolding of the learning experience it is. WAVE may have started as a ripple but it certainly is making a splash now and its currents and tides are felt in the wider community. Fame and popularity has made WAVE one of the highlight events for the Bryon shire We do have to have programs that do address the multiple intelligences in our students, engage and enrich the individual experience as well as the whole class and is active in the world audience, Creative education means the individual, the class, and the greater school community can access higher and deeper understanding in education. Subjects become doable, amendable, assessable Research, collaboration, evaluation, reflection, and presentation. Creative education means the ability to inter weave, layer learning, in a scaffolding of sounds, Visuals, links, connections, that take a subject and the learner beyond Research to deeper understanding, gives Relevance and takes the student into other subjects, to many other areas of education and Life Skills. Subjects and the learning experience become alive and tangible.

• 
  

Teaching and Learning Theories Question 1

What really makes an expert teacher?
According to Hattie(2003) there are five attributes of an expert teacher:

1 Expert teachers can identify essential representations of their subject. Deeper representations about teaching and learning Adopt a problem solving stance to their work Can anticipate, plan anf improvise as required Are better decision makers
2 Expert teachers guide learning through classroom interactions. Create optimal classroom climate for learning Have multi-dimentionally complex perception of classroom situations Are more context dependent and have situation cognition.
3 Expert teachers monitor learning and provide feedback Are adept at monitoring student problems, level of understanding and progress and provide relevant, useful feed back. Develop and test hypotheses about learning difficulties or instructional strategies. Their cognitive skills become automatic.
4 Expert teachers attend to affective attributes Have high respect for students Are passionate about teaching and learning
5 Expert teachers can influence student outcomes Engage students in learning and develop in their students self regulation, involvement in mastery learning, enhanced self efficacy and self esteem. Provide appropriate challenging tasks and goals for students Have positive influences on students achievement Enhance surface and deep learning.

We do have to have programs that do address the multiple intelligences in our students, engage and enrich the individual experience as well as the whole class and is active in the world audience,

Creative education means the individual, the class, and the greater school community can access higher and deeper understanding in education.
Subjects become doable, amendable, assessable Research, collaboration, evaluation, reflection, and presentation.
Creative education means the ability to inter weave, layer learning, in a scaffolding of sounds, Visuals, links, connections, that take a subject and the learner beyond Research to deeper understanding, gives Relevance and takes the student into other subjects, to many other areas of education and Life Skills. Subjects and the learning experience become alive and tangible.



One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. the curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child. ~ Carl Jung.

Exam blog Question 1 Student# 20064433

ED 4236/1120
List and evaluate in order of importance, the qualities you would like to have as a teacher.

As human beings, we call the highest things we can look up to the "Divine", and we must imagine that our highest aim and calling have something to do with this Divine element

Rudolf Steiner

What’s Worth Fighting for Out There ?

In a world of growing complexity and rapid change, if educators are going to bring about significant improvements in teaching and learning within schools, they must forge strong, open, and interactive connections with communities beyond them. To do this, teachers and principles are urged to go wider by developing new relationships with parents, employers, universities, technology, and the broader profession. At the same time, educators must also go “Deeper” into the heart of their own practice by rediscovering the passion and moral purpose that making teaching and learning exciting and effective.

Andy Hargreaves What’s worth fighting for out there? Press 1998

Synthesis of constructivist

The following section presents a synthesis and summary of the characteristics of constructivist learning and teaching as presented by the above review and as suggested by the previous section on constructivist theory. These are not presented in a hierarchical order.

• 1. Multiple perspectives and representations of concepts and content are presented and encouraged.
• 2. Goals and objectives are derived by the student or in negotiation with the teacher or system.
• 3. . Teachers serve in the role of guides, monitors, coaches, tutors and facilitators.
• 4. Activities, opportunities, tools and environments are provided to encourage metacognition, self-analysis -regulation, -reflection & -awareness.
• 5. The student plays a central role in mediating and controlling learning.
• 6. Learning situations, environments, skills, content and tasks are relevant, realistic, authentic and represent the natural complexities of the 'real world'.
• 7. Primary sources of data are used in order to ensure authenticity and real-world complexity.
• 8. Knowledge construction and not reproduction is emphasized.
• 9. This construction takes place in individual contexts and through social negotiation, collaboration and experience.
• 10. The learner's previous knowledge constructions, beliefs and attitudes are considered in the knowledge construction process.
• 11. Problem-solving, higher-order thinking skills and deep understanding are emphasized.
• 12. Errors provide the opportunity for insight into students' previous knowledge constructions.
• 13. Exploration is a favoured approach in order to encourage students to seek knowledge independently and to manage the pursuit of their goals.
• 14. Learners are provided with the opportunity for apprenticeship learning in which there is an increasing complexity of tasks, skills and knowledge acquisition.
• 15. Knowledge complexity is reflected in an emphasis on conceptual interrelatedness and interdisciplinary learning.
• 16. Collaborative and cooperative learning are favoured in order to expose the learner to alternative viewpoints.
• 17. Scaffolding is facilitated to help students perform just beyond the limits of their ability.
• 18. Assessment is authentic and interwoven with teaching.

Introduction| Epistemology| Learning Theory| Characteristics| Checklist| Checklist Application| Summary| References|

This site was created by Elizabeth Murphy, Summer, 1997.

Teaching ?

Teaching ?

Teaching as a Profession ? Why ?
What makes us take up the calling, and for many of us, late in life, surely its not the pay and conditions, and at times in our communities our peers consider it a lower profession to Banking or used car salesman.

"Modern cynics and skeptics....see no harm in paying those to whom they entrust the minds of their children a smaller wage than to those to whom they entrust the care of their plumbing"~ John F Kennedy
Even politicions don't stand up for our educators and teachers of our future. Education and Health should be considered the highest, honourable and worthy of the Professions.
As Hattie states in his last two paragraphs of "Building Teacher Quality"Oct 2003
"We do have excellent teachers ,but we have reticence to identify such excellence in the fear that the others could be deemed not-excellent. We work on the absurd assumption that all teachers are equal, which is patently not true to any child, any parent, any principal, and known by all teachers. Such an assumption of equality brings all teachers down to the latest press scandal about a teacher, and our professions needs and deserves better than this. every other profession recognizes and esteems excellence ( Queens Counsels, Colleges of Surgeons, Supreme Court Judges) but in teaching we reward primarily by experience irrespective of excellence, we promote the best out of the classroom, and we have few goalposts to aim for in professional development, instead allowing others to define what latest fad, what new gimmick, what new policy will underline the content of professional development.

Like expertise in teaching, we need a deeper representation of excellence in teachers, a greater challenge and commitment to recognizing excellence, and a coherent, integrated, high level of deep understanding about teacher expertise."

This last pargraph resinated on a personal level, the need for a deeper representation of excellence in my life, to identify the ethics and values I represent as a teacher,
"Morality, like Art, means drawing a line someplace" Oscar Wilde(1854-1900)
What were going to be, my personal goal posts? What lines, I would draw in teaching?
Life experiences, How I see my role.
Pallative care taught me the value of Truth and Impermanence, a deeper understanding of Tibetan Buddhism "The root to Happiness"lies in the acceptance that life is uncertain. Now working as an assistant teacher I found great truth and change in children and young adults, and like pallative care, students need safe, support, encouragement and reassureance.
Teaching as a profession, is a work of worth, meaning and value.
"When we seek for connection, we restore the world to wholeness. Our seemly separate lives become meaningful as we discover how truly necessary we are to each other" Margret J Wheatley.