MODEL ANSWERS

BSBWOR301 Organise personal work priorities

This unit describes the performance outcomes, skills and knowledge required
to organise own work schedules, to monitor and obtain feedback on work
performance, and to maintain required levels of competence.
This unit helps develop the knowledge and skills necessary to support your
own learning and skill development. The Screen Industry and more
specifically the acting profession is a hard one with no guarantees of work.
Realistic expectations in setting your own goals and objectives can be quite
daunting when there are so many obstacles and hurdles - work, family and
social obligations that you have to manage. Therefore, this unit will help you
organise and plan for your development within the industry, not only from an
acting base within the job of being any actor but as your own small business.
If you do not operate efficiently then how will you be in the running for any
opportunities that may come along?

Acting for the Screen Industry really does mean acting and within this
qualification does not include training for singing and dancing, although at
times these specialist skills may be used.

Determine ACSF/LLN difficulties and adjust tasks accordingly.

This unit works concurrently through the year. Every lesson is for students to
organize their personal work priorities, they cannot rely on anyone else
accept themselves. Work tasks need to be adhered too, work handed on
time, research tasks completed, script learnt well. Therefore follow the
formative assessment as below and by the end of each term you should have
evidence that they are working on the overview of the Marking Guide.

Students Assessment Marking Guide (Individual)

This formative summary is designed to use when observing students
cognitive and affective performance skills. To facilitate a judgment of progress
and development of essential capabilities it is important to gather evidence to
confirm the observations/assessments during the tasks.

This assessment task gathers evidence of both desirable and undesirable

behaviours demonstrated by the student.

The performance behaviours are ranked as:

Compulsory Assessment Level of performance on task

0 (unacceptable) 1 (less than acceptable) 2 acceptable 3
(more than acceptable)
0 Unacceptable Consistently displayed lack of basic knowledge
and demonstrated ability to perform task(s). Does
not meet the criterion.
1 Less than acceptable Student is below average on knowledge and

2 Acceptable
3 More than acceptable
☐ COMPETENT
☐ NOT YET COMPETENT
☐ MORE WORK NEEDED
demonstrated ability to performance task(s).
Demonstrated significant gaps in meeting the
criterion.
Consistently attempted to meet the criterion and
demonstrated capacity and potential to develop
performance task(s). Is showing average
knowledge, skills and ability.
Met and exceeded the criterion. Student is above
average on knowledge and demonstrated ability
for this level.

Clarifying comments to support assessment/observations:

0 (unacceptable) 1 (less than acceptable) 2 acceptable 3 (more than acceptable)

0 1 2 3
Knowledge and skills
Manages own work
Meets deadlines
Ability to ask for help
Personal conduct is good in most situations
Shows manners
Show punctuality
Is tidy – as in organised
Ability to think laterally about tasks/interviews
Uses body effectively and safely

Manages performance anxiety

Welcomes feedback

Sustained appropriate level of enthusiasm

and interest during class

Able to identify personal strengths and

weaknesses
Able to self reflect
Demonstrates research abilities to the task

Demonstrates reflective journal/workbook

writing
Employability Skills
Collecting, analyzing and organising
information

Communicating ideas and information

Planning and organizing activities

Working with teams and others

Solving problems
Using technology
OH/S is written into the unit of competency