The first step was to embed the TA in everyday ‘work flow’ of the Rep, that is, the logical
sequence of activities that have to occur to ensure the success of a production (see Diagram 1.
Kaori, insert here - Word problem, will sort out next week). This goal was accomplished
by allocating apprentices ‘to the Departments for a couple of months as workers, soaking up
everything coming in (John Pitt, interview, October 2005)’ to provide them with an
opportunity to observe and engage with their specific vocational practice and its relationship
to other vocational practices. The second step was for John to act as the apprentice’s mentor
so as to provide them with opportunities to explore their progress, their relationship with the
HoD and other members of the Rep in a supportive and non-judgemental way as wellas
pastoral advice as regards housing, financial management etc to help them to swiftly settle
down (John Pitt, interview, October 2005). The third step was to broaden HoDs’ - who are
technical experts in their respective field, work roles so that they assumed responsibility for
overseeing apprentices learning and development whilst the apprentices were in their
departments. Finally, to introduce a framework to ascertain the development of the
apprentices’ vocational practice based on learning outcomes for each vocational area.
Generally, ‘learning outcomes’ are defined as:
Statements of expected achievements that cover practical skills and competencies, knowledge, cognitive
and intellectual skills, personal skills, attributes and qualities at different levels of complexity and across
different contexts and situations. These outcomes can be specified in detail or in general statements and
are usually accompanied by criteria for assessing them (Ecclestone 2005: 112).
In contrast, the learning outcomes for the six vocational areas in the Rep were kept as broad
as possible to allow revision and alteration and they did not have explicit assessment criteria.
To take an example of Wigs and Make-up, apprentices are provided with a general job
description of this vocational field and the learning outcomes that will help them and their
HoD to chart their progress:
A selection from the job description for Wigs and make-up and the associated learning outcomes
Hair-dressing to head dressing using wigs, and hair pieces; or perhaps face changes from clowns to animals to
Munchkins! Wigs and make-up are the true companion to costumes in portraying a character whether as the
result of days of patient wig knotting or a quick slap of face paint to accompany a quick costume change.
• An understanding of design and its interpretation into wig and make up production
• A knowledge and understanding of the needs of wig making and make up
• An awareness of how to select correct materials from a given design and how then to acquire those
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