materials
• A range of techniques in wig making to a varying degree of complexity
• A range of techniques in make up to a varying degree of complexity
• Be able to make alterations to existing wigs
• Be able to dress and maintain wigs during a run of performances
• Proficiency as a wig assistant and make up artist during a performance
• Understand and demonstrate the organisation and documentation for purchasing, hiring, borrowing and
returning of wigs
The Rep’s learning outcomes do not have assessment criteria comparable to NVQs is because
they see the development of vocational practice as being embedded in a series ‘duty-bound
relationships’ (Interview, John Pitt, April 2006), that have a longstanding history in
Birmingham Rep (and for that matter other repertory theatres). These relationships serve a
number of purposes. Formatively, they provide the context for flexible coaching and
mentoring to help the apprentices develop their vocational practice. On some occasions this
took the form of designated feedback sessions on other occasions others prefer giving
comments in situ. Summatively, the duty-bound relationships underpin the awarding process
of ‘Certificates of Competence’ (CoCs) by HoDs. The CoCs are awarded when a HoD feels
that they could justify to John, and by extension to the wider vocational community to which
they belong, that an apprentice has demonstrated appropriate skill development with respect
to one of the learning outcomes.
This system dovetails neatly with the Rep’s guiding principle that assessment of learning
should complement work flow, involve HoDs and have industry-wide recognition. As John
explains:
The nature of the business is so diverse from one play to another and the theatre is too fast moving and
too busy to actually go through that paper exercise (i.e. NVQ assessor-verifier approach) the whole time
(Interview, April 2006).
Thus, the Rep has authorized HoDs to issue CoCs when apprentices are deemed to have
reached the appropriate standard. Their central role in validation helps to convince ‘other
people [in the industry] to know that apprentices trained here would be skillful and industry-
ready (John Pitt, interview, March 2006)’. The other means of charting development is that
apprentices use a portfolio to document the development of their vocational practice. The
‘balance between the organic nature of the apprenticeship [practice] and the documentation
[knowledge] (John Pitt, interview, April 2006)’ is considered crucial in the TA because
apprentices’ portfolios as well as their CV help them to secure further employment: ‘The
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