2013 Notes from the Marking Centre – Entertainment Industry
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Entertainment Industry course. It contains comments on candidate responses to the 2013 Higher School Certificate examination, highlighting their strengths in particular parts of the examination and indicating where candidates need to improve.
This document should be read along with:
- the Entertainment Industry Curriculum Framework Stage 6 Syllabus
- the 2013 Higher School Certificate Entertainment Industry examination
- the marking guidelines
- advice for candidates attempting VET examinations
- Advice for HSC students about examinations
- other support documents developed by the Board of Studies, Teaching and Educational Standards NSW to assist in the teaching and learning of Entertainment Industry in Stage 6.
While candidates often undertake their work placement hours in a school environment, it is important to ensure that they are exposed to a range of industry experiences. Ensure that candidates are given the opportunity to consider all topics, not only from the viewpoint of the traditional theatre, but also in a wide range of alternative contexts. Similarly, it is extremely important for candidates to consider the extensive variety of roles that are involved in all the major technical areas of the entertainment industry.
Section II
Candidates showed strength in these areas:
- outlining the procedures for receiving and returning hired equipment (Q.18c)
- identifying the positive effects of a festival for a local community (Q.19a)
- explaining the possible negative effects of an event (Q.19b)
- describing the roles and responsibilities of an audiovisual technician working in a conference centre (Q.20a)
- using industry terminology related to the specific subject area of the questions, for example WHS or customer service
- referring to the specific context in the question, for example an outdoor festival (Q.19)
- responding in a clear, concise and logical manner.
Candidates need to improve in these areas:
- outlining the safety and security procedures (Q.16)
- describing procedures for front of house in dealing with school groups (Q.17b)
- knowledge of emerging audiovisual technologies and how employees might increase their skills (Q.20b)
- answering all parts of a question.
Section III
Candidates showed strength in these areas:
- understanding of WHS legislation with industry-specific examples and correct terminology
- explaining in detail how injury minimisation strategies affect employers, employees and the community
- constructing a holistic response which covered a range of competency areas
- integrating specific injury reduction strategies, like risk assessment and safety audits, beyond PPE and general trip hazard reduction.
Candidates need to improve in these areas:
- using industry terminology
- responding with relevant and fully explained examples that link back to the specific question
- ensuring that the whole question is answered, for example minimisation rather than just effects of workplace injuries with reference to employers, employees and the community.
Section IV
Candidates showed strength in these areas:
- providing relevant workplace examples
- integrating discussion on both safety and staging
- making very specific reference to the photo stimulus provided
- referring to various roles and the processes in a logical sequence
- using appropriate industry terminology.
Candidates need to improve in these areas:
- ensuring the response covers the specific question asked rather than, for example, general lighting knowledge
- explaining the processes of lighting as well as how to create the lighting effects shown in the stimulus.
NSW Government