{ "id": "live-sound-for-schools", "title": "Live Sound Reinforcement for Schools", "course_url": "/learn/courses/live-sound-for-schools.html", "audience": "student", "lesson_count": 25, "mapped_checkpoint_count": 25, "rows": [ { "id": "LSR-L01", "lesson_number": 1, "title": "Who needs to hear what?", "assignment": "One-page event brief, crew rotation, stop signal and two listening observations.", "practice_steps": [ "Use this brief: 30 seated classmates, one presenter, one keyboard performance and one recorded music cue in a classroom. No public audience yet.", "Write the three messages or sounds the audience must hear. Identify performer, audience and crew needs separately.", "Assign the four rotating jobs and name the supervising adult. Agree on a visible stop signal and a spoken stop word.", "Draw the audience area and identify one place where hearing might be harder. Propose an observation to test that prediction.", "Rewrite the brief for a drama scene: what changes when performers move?" ], "evidence_requirement": "Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.", "standards": [ "plan" ], "assessment_criteria": [ "Identifies the audience and three event needs", "Separates crew jobs and names adult supervision", "Uses two observations to justify one next test" ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L02", "lesson_number": 2, "title": "The stop button is part of the job", "assignment": "Sorted scenario sheet and a teacher-witnessed stop drill.", "practice_steps": [ "Sort these cards into student task, adult task or stop-and-report: label an unplugged mic cable; repair a cracked mains plug; move a raised speaker; lower a fader; report a burning smell; plan a clear aisle.", "Rehearse the stop signal with outputs muted. Point to the approved mute without changing unrelated controls.", "Inspect a disconnected training cable and its connector exterior. Tag a photographed or teacher-marked fault; never create a damaged cable.", "Write the adult handoff: what you observed, where, what you stopped and who was told.", "Explain why an audio meter and a calibrated sound-level meter answer different questions." ], "evidence_requirement": "Use the actual room or a teacher-provided hazard scenario. Submit a marked plan and inspection checklist; have the teacher observe the applicable stop procedure.", "standards": [ "safety" ], "assessment_criteria": [ "Correctly assigns electrical, lifting and rigging tasks to adults", "Demonstrates the approved stop procedure", "Reports a fault without attempting an unsafe repair" ], "assessed_focus": "Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L03", "lesson_number": 3, "title": "A stage plot people can use", "assignment": "Version 1 and revised stage plot with a legend and partner comments.", "practice_steps": [ "Draw the classroom event from L01. Mark exits and aisles before equipment.", "Add presenter, keyboard, playback station, console and teacher-positioned loudspeaker. Use symbols and a legend.", "Number the sources and draw audio routes. Keep power planning as an adult responsibility on the map.", "Exchange maps with a partner. Ask them to trace the route to an exit and locate input 2. Revise any ambiguity.", "Plan a location for an audience observer who needs accessible seating and a clear view." ], "evidence_requirement": "Prepare the diagram digitally, or photograph a legible drawing and label it digitally. Check that another learner can follow its connections.", "standards": [ "visual" ], "assessment_criteria": [ "Shows people, equipment, exits and clear routes", "Uses consistent source identifiers and a legend", "Revises the plan after another person tests it" ], "assessed_focus": "Create a legible digital diagram with accurate labels and a clear relationship between its parts.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L04", "lesson_number": 4, "title": "Patch it on paper first", "assignment": "Two labeled signal paths and a station-specific connection list.", "practice_steps": [ "On the signal-path worksheet, arrange source, compatible input, channel, main bus, main output and powered loudspeaker input.", "Read the station labels and write the actual connector and signal purpose for each audio link.", "Add a second route from the same channel to a monitor auxiliary output.", "Circle the places where a fault could leave an input meter moving while the room is silent. Predict one test for each.", "Draw the alternative passive loudspeaker chain and identify where amplification moves." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Traces complete main and monitor paths", "Distinguishes mic, line and speaker connections", "Uses equipment labels rather than connector appearance alone" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L05", "lesson_number": 5, "title": "Inspect, label, connect", "assignment": "Connection log naming endpoints, signal purpose, cable ID and observed result; teacher practical signoff.", "practice_steps": [ "Find the source and destination approved on your patch list. Confirm the path is muted with the teacher.", "Inspect a suitable disconnected cable, label both ends and connect it without force.", "Ask the teacher to enable the approved low-level check. Confirm the expected channel and destination.", "Mute again, disconnect by the connector and record the cable ID and result. Rotate so every student handles one cable.", "Explain why a passive loudspeaker cable and a microphone cable are not substitutes." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Inspects and labels an appropriate audio cable", "Connects and disconnects using the approved muted procedure", "Verifies the intended channel and destination" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L06", "lesson_number": 6, "title": "Microphone or DI?", "assignment": "Three-source connection choices and one verified or explicitly observed route.", "practice_steps": [ "For voice, keyboard and electric guitar, propose microphone, DI or specified line input and give one reason.", "Inspect the approved DI labels without changing power or ground controls. Trace input, output and any thru route.", "Complete one supervised connection from the station plan, or annotate a demonstrated connection.", "Record mono or stereo, channel count, power approval and what you actually verified.", "Compare mono compatibility and channel needs for a keyboard feeding two audience loudspeakers." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Justifies appropriate pickup/connection choices", "Traces the DI or line route accurately", "Checks channel count and power requirements before use" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L07", "lesson_number": 7, "title": "Distance changes more than level", "assignment": "Three-position observation sheet, reference-gain note and a justified mic-use recommendation.", "practice_steps": [ "Teacher sets a conservative input reference using the nearest position and checks headroom. Disable automatic gain only where the device safely permits.", "Record or observe the same phrase at the three marked distances without moving the gain control.", "Write raw observations before any playback matching. Note changing delivery, automatic processing or background noise as limits.", "Choose a practical speaking distance and explain the tradeoff. Rehearse staying consistent at that distance.", "Compare raw and level-matched results and explain why both views matter." ], "evidence_requirement": "Include a labeled placement sketch and microphone information from its manufacturer. Record whether you made the capture yourself, observed a demonstration, or analyzed supplied audio. Practical microphone operation requires a witnessed capture.", "standards": [ "mic" ], "assessment_criteria": [ "Keeps or documents the important test variables", "Separates level, room pickup and tone observations", "Makes a bounded recommendation from evidence" ], "assessed_focus": "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L08", "lesson_number": 8, "title": "Place it to prevent feedback", "assignment": "Before/after stage sketch, pattern source and witnessed response drill.", "practice_steps": [ "Mark the microphone’s front and its documented low-sensitivity direction on a stage sketch.", "Show the path from the main speaker back to the microphone. Revise positions on paper to reduce that path.", "Add one monitor using the actual pattern and teacher-approved placement; consider the performer’s position too.", "Rehearse an unexpected-ring cue with playback muted: communicate, mute or reduce the affected path, pause, investigate.", "Explain how lowering stage sound or closing unused microphones can help before EQ is considered." ], "evidence_requirement": "Include a labeled placement sketch and microphone information from its manufacturer. Record whether you made the capture yourself, observed a demonstration, or analyzed supplied audio. Practical microphone operation requires a witnessed capture.", "standards": [ "mic" ], "assessment_criteria": [ "Explains the complete acoustic feedback loop", "Uses the actual microphone pattern in placement reasoning", "Responds promptly using the approved stop procedure" ], "assessed_focus": "Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L09", "lesson_number": 9, "title": "Gain is not the audience volume knob", "assignment": "Gain log with source, reference, observed peak indication, output condition and practical signoff.", "practice_steps": [ "Name the console model, input meter scale and teacher-selected working reference.", "With the affected output controlled, ask for a realistic strong source and set input gain under supervision.", "Check the input and output for overload indications. If the minimum input setting is still too hot, stop and ask about a compatible input/pad.", "Make a small channel-fader change and describe which meter or destination changes. Restore the reference.", "Explain why a quiet rehearsal voice may produce misleading gain settings for an excited presenter." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Uses the actual meter scale and an appropriate source test", "Sets input gain with headroom and controlled outputs", "Distinguishes input overload from audience balance" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L10", "lesson_number": 10, "title": "One input, one destination", "assignment": "Completed line-check log including one simulated fault and retest.", "practice_steps": [ "Read the input/output worksheet and agree on call-and-response language.", "Check each source separately at a controlled level. Mark pass only after the intended destination is observed.", "For a simulated missing input, identify the last point with evidence of signal. Ask permission before changing one compatible audio connection.", "Retest the corrected input and mark the revision. Rotate caller, operator and observer.", "Add a recording destination and explain why it needs a separate verification entry." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Calls and checks inputs individually", "Verifies both input and intended destination", "Documents one controlled diagnostic test and retest" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L11", "lesson_number": 11, "title": "Audience mix and performer mix", "assignment": "Two-route diagram, observed fader/mute behavior and performer-request log.", "practice_steps": [ "Trace channel-to-main and channel-to-aux routes on the worksheet.", "Set a teacher-approved pre-fader monitor feed. Test a small main fader change and note monitor behavior.", "Check the mute behavior with the teacher and document whether both paths stop.", "Write a performer request precisely: “More presenter in monitor A,” not “turn it up.” Respond with a small approved adjustment and confirmation.", "Predict the effect-return balance when a post-fader source is faded down." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Traces both mixes and names their destinations", "Tests actual fader and mute behavior", "Responds to a destination-specific request with a controlled change" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L12", "lesson_number": 12, "title": "A soundcheck that respects performers", "assignment": "Soundcheck script, crew rotation and change log with a performer confirmation.", "practice_steps": [ "Write a five-step soundcheck order for presenter, keyboard and playback cue.", "Assign operator, performer liaison, audience observer and logger.", "Run one short check per source, one monitor request if equipped, then a combined passage.", "Ask the audience observer about word clarity. Record one useful change and one unresolved need. End with a clear stop and reset.", "Plan the soundcheck when a performer arrives late without restarting every completed check." ], "evidence_requirement": "Keep an individual role record alongside the shared project. Describe one contribution, one handoff and how the group checked the result.", "standards": [ "team" ], "assessment_criteria": [ "Uses a practical order based on verified inputs", "Communicates specific, respectful requests", "Records and verifies changes rather than making unexplained adjustments" ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L13", "lesson_number": 13, "title": "Listen around the audience", "assignment": "Audience-position table, one justified proposal and before/after results.", "practice_steps": [ "Mark three positions on the stage plan. Predict which may have a problem and why.", "Gather observations using the identical short script and unchanged system settings.", "Classify likely causes as obstruction/coverage, competing room sound, source/mic technique or route/level.", "Propose one change. Teacher approves and implements any physical adjustment. Repeat the same test and compare.", "Discuss why one stereo side must still carry essential speech for listeners nearer that side." ], "evidence_requirement": "Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.", "standards": [ "data" ], "assessment_criteria": [ "Controls the source and settings during the comparison", "Separates physical coverage from processing explanations", "Uses a repeat test to judge the proposed change" ], "assessed_focus": "Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L14", "lesson_number": 14, "title": "EQ with a reason", "assignment": "Baseline/change log with control, listening evidence and keep/reject decision.", "practice_steps": [ "Describe one audible problem using ordinary words before naming a control.", "Save or write the baseline. Select one teacher-approved EQ adjustment that addresses that problem.", "Compare baseline and change, controlling listening level. Ask a listener whether the words became clearer.", "Keep or reject the change and explain why. Restore the baseline if uncertain.", "Explain why deep cancellation at one location is a poor target for a large boost." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Identifies a specific audible goal", "Changes one relevant control reversibly", "Judges the whole message and documents the result" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L15", "lesson_number": 15, "title": "Compression without crushing the words", "assignment": "Comparison notes naming the changed parameter and a justified bypass/keep choice.", "practice_steps": [ "Sketch input gain before processing and the output after processing. Mark where input clipping would occur.", "Observe threshold and gain-reduction changes while the teacher holds the source steady.", "Change one approved attack or release setting, compare, and restore. Do not raise makeup gain to chase loudness.", "Write one situation where you would leave compression bypassed.", "Compare a slow and faster attack on a short percussive source while preserving listening level." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Explains compression without confusing it with gain or EQ", "Identifies one parameter and its observed behavior", "Preserves clean input and sensible comparison level" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L16", "lesson_number": 16, "title": "Effects that leave space for words", "assignment": "Effect-route sketch and a verified or simulated dry-announcement transition.", "practice_steps": [ "Trace dry signal, effect send and effect return on paper. Confirm the return is not sent to itself.", "Teacher demonstrates one modest effect; identify which fader changes dry signal and which changes effect.", "Rehearse a transition from music to announcement by reducing the effect return, not muting the whole microphone.", "If the event benefits from no added effect, document that decision and demonstrate the dry route.", "At 120 quarter-note beats per minute, calculate a quarter-note delay: 60,000/120 = 500 milliseconds. Explain the tempo assumption." ], "evidence_requirement": "Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.", "standards": [ "model" ], "assessment_criteria": [ "Distinguishes dry, send and return paths", "Prevents an unintended return-to-send loop", "Prioritizes understandable announcements in the transition" ], "assessed_focus": "Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L17", "lesson_number": 17, "title": "Silence: follow the evidence", "assignment": "Fault log with hypothesis, single test, observation, correction and retest.", "practice_steps": [ "Write expected versus observed results and the last confirmed signal point.", "List two plausible causes consistent with the evidence. Choose one low-risk test that distinguishes them.", "Teacher sets a benign muted/unassigned training fault, or uses the case worksheet. Make one approved correction.", "Retest the entire affected route at controlled level. Record cause, correction and result; restore the station.", "Create a second case with main meters moving but one destination silent; explain how the next test changes." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Uses observations to narrow the fault region", "Selects one safe discriminating test", "Verifies the full route after correction" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L18", "lesson_number": 18, "title": "Hum, crackle and the right handoff", "assignment": "Case decisions, one audio substitution plan and a fault/quarantine report.", "practice_steps": [ "Classify four cases: muted channel, cracked mains plug, noisy detachable audio cable, smoke from a powered device. Name the student action and adult handoff.", "For the audio-cable case, write a muted known-good substitution sequence without opening anything.", "Inspect a harmless photographed fault and complete a quarantine tag with equipment ID and symptom.", "Rehearse a concise report that states observations without pretending to have certified the repair.", "Explain why a result from one cable substitution is evidence about that path, not a certification of the entire system." ], "evidence_requirement": "Use the actual room or a teacher-provided hazard scenario. Submit a marked plan and inspection checklist; have the teacher observe the applicable stop procedure.", "standards": [ "safety" ], "assessment_criteria": [ "Distinguishes audio checks from adult electrical work", "Preserves protective grounding and responds to stop conditions", "Records equipment identity and observations accurately" ], "assessed_focus": "Identify hazards in the actual space, document the controls and demonstrate when work must stop or be referred.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L19", "lesson_number": 19, "title": "A cue sheet is a shared promise", "assignment": "Versioned cue sheet, media permission note and two fallbacks.", "practice_steps": [ "Fill five rows of the cue-sheet template with exact sources and triggers.", "Add standby/go language and a visible alternative for a noisy room.", "Check each playback item, start point and permission status using school-approved storage.", "Walk through the sequence with outputs muted. Add a fallback for one missing file and one absent performer.", "Add a last-minute guest introduction and show which documents and people must be updated." ], "evidence_requirement": "Keep a permissions and credit record with the assignment. Cite the relevant source, identify who can approve the intended use, and name any missing permission before sharing.", "standards": [ "rights" ], "assessment_criteria": [ "Defines cue triggers, owners, sources and destinations", "Checks media identity and approved use", "Provides realistic fallbacks and accessible communication" ], "assessed_focus": "Identify the material, rights, permitted use, credits and unresolved permissions; support the clearance decision with sources.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L20", "lesson_number": 20, "title": "Mix for the moment", "assignment": "Annotated cue sheet, one mix revision and audience-observer evidence.", "practice_steps": [ "Mark the featured source for every cue. Record the baseline fader positions.", "Run a two-minute rehearsal with operator, caller and observer. Make at most one justified change at a time.", "Log a moment where supporting sound masked the featured part. Try reducing the supporting path before adding level everywhere.", "Repeat that moment, compare observations and restore the agreed baseline for the next crew.", "Plan a mono-compatible announcement when different audience seats hear different proportions of the left and right mains." ], "evidence_requirement": "Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.", "standards": [ "design" ], "assessment_criteria": [ "Follows the intended focus and cue order", "Makes bounded, reversible changes from a known baseline", "Checks the audience result and records one revision" ], "assessed_focus": "State the problem and expected result, test a controlled change, and use the result to choose the next action.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L21", "lesson_number": 21, "title": "The rehearsal that finds problems", "assignment": "Rehearsal packet, individual role log, observer notes and one verified revision.", "practice_steps": [ "Assemble the current documents and have another crew verify matching source IDs.", "Teacher approves routes, listening plan and equipment. Run the line check and brief soundcheck.", "Run the five-minute sequence and rotate operator roles on a repeat so every learner has a practical turn.", "Choose one observed issue, propose a correction and repeat the affected cue. Retain both versions of the evidence.", "Design a handoff so a substitute crew can understand the current state without guessing." ], "evidence_requirement": "Keep an individual role record alongside the shared project. Describe one contribution, one handoff and how the group checked the result.", "standards": [ "team" ], "assessment_criteria": [ "Maintains consistent current production documents", "Performs assigned checks and practical role", "Uses specific feedback to make and verify a revision" ], "assessed_focus": "Record each person’s responsibility and contribution and show how the group completed the shared task.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L22", "lesson_number": 22, "title": "A change without a scramble", "assignment": "Change card, revised documents, communication record and verification result.", "practice_steps": [ "Draw one change card: guest presenter, absent keyboard player or failed playback file.", "State the effect on stage plot, input/output list and cue sheet. Ask for adult approval of equipment changes.", "Rehearse the changed plan with outputs controlled; verify any new route before the event resumes.", "Tell the performer, caller and observer what changed. Record the decision and whether the original plan can be restored.", "Describe which checks remain valid after a small change and which must be repeated." ], "evidence_requirement": "Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.", "standards": [ "plan" ], "assessment_criteria": [ "Identifies all affected documents and people", "Uses approval and controlled verification for the change", "Chooses a feasible fallback when conditions are insufficient" ], "assessed_focus": "Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L23", "lesson_number": 23, "title": "Pack down for the next class", "assignment": "Practical cable-handling signoff, inventory and one sample fault entry.", "practice_steps": [ "Confirm end-of-event and teacher shutdown authorization. Use the pack-down checklist.", "Disconnect one approved audio cable by its connector and inspect it.", "Coil, secure with a reusable tie, then lay it out to check for twists. Repeat slowly if needed.", "Return equipment by ID, reconcile the inventory and separate a teacher-marked faulty item with a report. Leave routes clear.", "Write a short handoff note that lets the next teacher distinguish ready, missing and quarantined items." ], "evidence_requirement": "Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.", "standards": [ "tech" ], "assessment_criteria": [ "Follows the coordinated disconnect/shutdown plan", "Coils and checks a suitable cable without forced twists", "Reconciles equipment and records faults clearly" ], "assessed_focus": "Demonstrate the relevant controls or file operations and explain what changes at the input and output.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-L24", "lesson_number": 24, "title": "Show what you can do", "assignment": "Indexed individual portfolio, teacher-witnessed practical record and a revised handoff.", "practice_steps": [ "Use the portfolio checklist to locate evidence for every required practical skill.", "Run or reference the final five-minute supervised event and identify your own operations.", "Give a two-minute handoff: current setup, one problem solved, one remaining limit and next step.", "Receive criterion-specific feedback, revise any incomplete evidence and submit the final portfolio record after all lessons have been reviewed. Final review time is included in this lesson.", "Propose the next supervised event with one added complexity and the checks it would require." ], "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.", "standards": [ "portfolio" ], "assessment_criteria": [ "Locates individual evidence for all required practical skills", "Explains a controlled revision and honest limitations", "Delivers a usable handoff and completes assigned retests" ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." }, { "id": "LSR-FINAL", "lesson_number": 25, "title": "Final event portfolio and practical review", "assignment": "Indexed portfolio with six required practical signoffs, event documents, revision and handoff.", "practice_steps": [], "evidence_requirement": "Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.", "standards": [ "portfolio" ], "assessment_criteria": [ "Consistent event brief, stage plot and input/output lists", "Approved stop response and appropriate adult handoffs", "Observed suitable audio connection and cable handling", "Observed clean input gain and verified routing", "Observed cue/mix operation with audience clarity evidence", "Controlled fault recovery and verified revision", "Coordinated pack-down and accurate inventory", "Individual evidence, accessible explanation and usable handoff" ], "assessed_focus": "Select relevant work, identify individual contributions, and explain the process, result and next learning step.", "alignment_scope": "The named work assesses this part of the standard; consult the official source for its complete scope." } ], "teacher_assessment": { "instructions": "Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.", "levels": { "3": "Criterion met, with independent verification or a successful application in another situation.", "2": "Criterion met: the required work is complete, accurate and supported by evidence.", "1": "Some relevant work is present, but the intended result has not been demonstrated.", "0": "The required evidence has not been submitted or demonstrated." }, "self_guided": "Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration." }, "teacher_practice": [ { "standard": "teach", "task": "Prepare and teach “Who needs to hear what?.” Demonstrate the task, then have learners complete it independently.", "evidence": "A teaching plan, demonstration or teach-back, and learner work showing the result.", "criterion": "State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective." }, { "standard": "adapt", "task": "Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.", "evidence": "The original task, the adapted route and the shared assessment criteria.", "criterion": "Name a specific access or learning need and provide a usable alternative that preserves the intended skill." }, { "standard": "assess", "task": "Use “Final event portfolio and practical review” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.", "evidence": "An annotated rubric, specific feedback, revised work and a brief comparison.", "criterion": "Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity." } ], "readiness": { "pathway": "build", "fit": "About 14–18; use the planning lessons earlier with supervision.", "prioritySkills": "Event planning; safe setup; input and output lists; intelligibility and crew roles.", "priorSkills": "Can follow a signal path and a written safety instruction.", "equipment": "Room plans, cables, microphones, mixer, loudspeakers, and supervised playback; paper alternatives are provided.", "expectedTime": "20 planned hours.", "teacherGuidance": "Teacher or qualified adult required for setup, power, volume, and witnessed operation.", "teacherEditionUrl": "/learn/courses/teaching-live-sound-reinforcement.html" } }