Entertainment Industry 2021 HSC exam pack

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• use the first page of the answer booklet for an extended response to develop a plan to assist in the logical sequencing of information
• engage with what the question is asking rather than presenting a pre-prepared response
• relate to the question throughout the response rather than just at the beginning
• demonstrate knowledge and understanding of the examinable units of competency from the syllabus
• communicate ideas and information using workplace examples and Entertainment Industry terminology when relevant.
• be prepared to address a range of industry issues
• demonstrate knowledge of employability skills relevant to various situations
• include relevant annotations when including a diagram
• present a logical and cohesive response that answers the question
• review their response to ensure that it addresses the question requirements
• be able to apply their understanding of course knowledge to the context being addressed in the question, rather than supplying a generic answer based on the topic of the question.

Question 16(a)

In better responses, students were able to:

• accurately label all areas of the stage geography.

Areas for students to improve include:

• using the diagram provided to label all areas of stage geography
• correctly considering the positioning of the audience in orientating their response
• understanding the difference between stage right and left, and upstage and downstage.

Question 16(b)

In better responses, students were able to:

• clearly and accurately identify the concept of weight-bearing scenery, for example, rostrum and staircases
• describe a range of safety procedures directly associated with working with weight-bearing scenery, for example, correct manual handling procedures, florescent tape on edge of rostrum/steps, rails when working over 2m in height.

Areas for students to improve include:

• understanding of the difference between weight-bearing and non-weight bearing scenery
• understanding of the difference between weight-bearing scenery and fly systems
• demonstrating knowledge of safety considerations more complex than simple reference to manual handling and PPE, for example, risk assessments, deferring to the Stage Manager.

Question 17(a)

In better responses, students were able to:

• identify specific electronic methods of recording the customer enquiries and their use, for example, email, voicemail and online forms
• provide relevant advantages including easy management of data and review.

Areas for students to improve include:

• referring specifically to the requirements of the question and not pre-empting that which is required in the questions below
• offering a range of advantages related to the use of electronic methods of recording
• ensuring that their response is specific to customer enquiries rather than customer complaints.

Question 17(b)

In better responses, students were able to:

• respond specifically to communication technology
• respond specifically to the scenario in total by discussing the initial stages of hiring
• refer to a range of communication technologies outside of phone and email, such as websites, social media, google and zoom meetings
• refer to a range of uses of this technology including making initial enquiries, the sending of equipment lists, stage plans and diagrams, invoices and quotes.

Areas for students to improve include:

• understanding the requirements of the question, for example, addressing communication technology rather than communication
• specifically referencing technology and the information that the external hire company would require
• maintaining focus on the question throughout the response rather than just referring to communication technology at the beginning
• describing appropriate modes of communication for the initial phase when hiring equipment.

Question 17(c)

In better responses, students were able to:

• clearly identify and define formal feedback
• identify forms of formal feedback, for example, google forms, QR codes
• directly link the concept of formal feedback to the improvement of customer service
• identify a range of ways in which the formal feedback could be used
• maintain focus on the scenario, specifically referring to customer service in the Entertainment Industry.

Areas for students to improve include:

• clearly understanding the difference between formal and informal feedback
• providing actionable measures to demonstrate the ways in which the feedback could be used to improve customer service
• structuring their response so that the definition of formal feedback provides a basis for the examination of the measures
• ensuring that focus is maintained on the scenario rather than discussing areas not related to customer service.

Question 18(a)

In better responses, students were able to:

• correctly identify the appropriate placement of both safety signs, for example, above the fire extinguisher or in the storeroom near heavy items
• suggest multiple areas for placement of the safety signs.

Areas for students to improve include:

• identifying a specific and relevant area for each safety sign
• avoiding using generalisations in the identification of areas such as ‘sign placed where needed’ without any more clarification.

Question 18(b)

In better responses, students were able to:

• identify appropriate risks and/or hazards that relate specifically to the activities mentioned in scenario, for example, in the second activity include heavy equipment falling from shelves
• provide specific detail about control measures that correlate to the risks and/or hazards identified, for example, in the first scenario clear corridor, florescent tape markings on the floor
• identify multiple risks and/or hazards which align with multiple and relevant control measures
• utilise the risk assessment matrix to support their response
• utilise specific control measure terminology as per the hierarchy of risk control, for example, substitution, elimination, administrative control.

Areas for students to improve include:

• ensuring that the control measures correlate reflect the risk and/or hazards identified
• correctly understanding risks and/or hazards in relation to the scenario, for example, locking the students out of the storeroom is not a viable control option given the scenario
• not referring to a range of problems unrelated to Work Health and Safety issues, such as identifying child protection issues, damage to equipment, limiting access to equipment or delaying the show.

Question 19

In better responses, students were able to:

• create a workable signal flow diagram where signal flow direction, labelling of cables and all required vision equipment are correctly identified
• incorporate all vision equipment as per the scenario including a live streaming device
• construct a clear vision system plan showing source, signal processing and output
• limit their diagram to relevant technical elements only, for example, keeping the diagram focussed on vision.

Areas for students to improve include:

• understanding the difference between a stage plan and a vision system plan which is a technical diagram
• understanding the details and components to be included in a vision system plan, for example, there is no need to include audio, staging, lighting or power sources
• correctly identifying signal flow and cabling
• understanding that infrastructure, for example, furniture, tripods and truss should not be included in a vision system plan
• taking time to decode the scenario within the question to ensure all technical requirements are included
• providing a clear diagram, ensuring that all elements such as signal flow are easy to follow
• labelling all elements on the vision system plan rather than using keys and legends.

Question 20(a)

In better responses, students were able to:

• identify the distinct individual requirements for lighting both the conductor and orchestra including follow or profile spots for the conductor and stage washes for the orchestra
• identify specific types of lantern fixtures, for example, profile spots for the conductor, Fresnel wash for the orchestra.

Areas for students to improve include:

• using correct industry terminology related to lighting
• identifying appropriate lighting fixtures for both the conductor and orchestra, for example, Profile or Follow spot, not a spotlight.

Question 20(b)

In better responses, students were able to:

• interpret the table to correctly identify the relevant input and output channels to correctly answer question
• reference information from the table in the response
• understand the term process in relation to adjusting the audio signal.

Areas for students to improve include:

• interpreting the table correctly to support their response
• understanding the differences between group input and output
• having a better understanding of signal flow in audio.

Question 21

In better responses, students were able to:

• directly compare features of both systems, for example, analogue systems use dimmer racks and digital systems
• balance the comparison between both systems
• showcase a broad scope of all aspects of digital and analogue systems, beyond the physical elements.

Areas for students to improve include:

• further developing knowledge and understanding of digital and analogue systems
• considering the structure of the response when comparing the features of analogue and digital lighting systems
• understanding that lighting systems are more than just the types of desks used and include power, patching, features of lanterns and use of software.

Question 22(a)

In better responses, students were able to:

• provide a comprehensive and balanced description of the safety considerations (more than one) for the selected equipment
• focus on the safety aspects of the specific equipment and elaborate on the risk, hazards and aspects of mitigation
• logically structure their response, for example, using subheadings and appropriate paragraphs
• select familiar equipment
• use realistic examples of risks and hazards to support their response.

Areas for students to improve include:

• choosing appropriate examples
• focussing on specific safety considerations relating to the question’s context, rather than generalisations
• elaborating on and extending responses beyond basic dot points
• limiting an over-exaggeration of industry examples.

Question 22(b)

In better responses, students were able to:

• effectively communicate a wide range of functions and applications for each piece of equipment, within their chosen context
• demonstrate knowledge of technical details and industry terminology
• correctly identify the pieces of equipment and demonstrate understanding beyond simply describing the visual stimulus.

Areas for students to improve include:

• discussing complex functionality and application for each piece of equipment
• providing technical details and using relevant terminology
• specifying the context in which the piece of equipment is used
• understanding the difference between in-ear monitors and comm (two-way) systems
• understanding the difference between LED screens and the concept of projection
• extending beyond the basic functions of a follow spot, including use of accessories, such as gels and iris
• understanding the correct application of a counter-weight fly system in the relevant context, including their application and relevant terminology.

In better responses, students were able to:

• give examples specific to the entertainment industry and not just providing a generic response, for example, a strategy that could be used by a venue is blocking out specific seats from sale to ensure social distancing
• demonstrate an understanding of the difference between the employer, employee and venue
• identify the different challenges specific to each of the three stakeholders and provide plausible strategies to overcome these challenges, including ensuring all employees are vaccinated before returning to work
• demonstrate an understanding of the roll-on effect of these challenges and strategies
• link strategies to appropriate key industry and or government bodies.

Areas for students to improve include:

• providing specific and practical examples from the entertainment industry using appropriate terminology
• broadening their strategies beyond government health mandated specific examples such as face masks, QR codes and hand sanitising
• understanding the difference between the three stakeholders; employer, employee and venue
• providing discussions on areas beyond financial challenges, for example, legal obligations, duty of care and mandated obligations
• providing realistic challenges, strategies and outcomes relevant to the entertainment industry and not just generalisations that apply to any industry.