Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CUADTM412 Mapping and Delivery Guide
Promote the physical and emotional wellbeing of children in performing arts

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUADTM412 - Promote the physical and emotional wellbeing of children in performing arts
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to promote the physical and emotional wellbeing of children in performing arts programs. It covers planning age appropriate activities and programs, interacting and working professionally with children, encouraging healthy lifestyles and monitoring the physical and emotional wellbeing of children within a program.This unit applies to people instructing children in performing arts environments including dance, theatre, circus, film and television. It also applies to people responsible for teaching movement skills for recreational or remedial purposes.At this level, instructors may be working independently with children or in a group situation with other teachers or instructors. They are required to use some discretion and judgement and take responsibility for promoting the physical and emotional wellbeing of children within their program/s.Typical age groups for children are 0 to 4 years, 5 to 10 years, 11 to 14 years and 15 to 18 years.No licensing, legislative or certification requirements apply to this unit at the time of publication.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Plan age appropriate activities for children
  • Identify and research sources of current information relevant to working with children in performing arts
  • Interpret program requirements to choose and sequence movement activities suitable for physical skill level, emotional maturity and age
  • Select production elements appropriate to age group and program goals
  • Review and use available information about individual learner needs, skills and abilities, injuries and learning styles to plan activities
       
Element: Implement age appropriate activities when instructing children
  • Review and use knowledge of growth stages and anatomy to support safe performance and practice for relevant age group
  • Review and use knowledge of repetition and loading, and industry accepted strategies, to avoid and manage injuries for children in relevant age group
  • Monitor and review planned activities to ensure ongoing safe skill development of children
  • Reflect on professional practice and adjust activities to ensure suitability for relevant age groups
  • Identify and use opportunities to update and maintain knowledge of research and developments relevant to own professional practice
       
Element: Interact and work professionally with children
  • Establish a safe and supportive learning environment that puts children at ease and sets ground rules for inclusiveness, equality and respect
  • Use knowledge of cognitive development stages to ensure language and instructions are clear and understood by the relevant age group
  • Use non-discriminatory and non-stereotypical language and check that all children can participate in activities
  • Provide constructive feedback to children appropriate for the relevant age group
  • Use program techniques that reflect due diligence with regard to human contact and touch
       
Element: Promote healthy lifestyles and wellbeing for children
  • Plan and implement activities that promote the health and emotional wellbeing of children
  • Provide age appropriate advice to children and carers about healthy lifestyles, nutrition and wellbeing
  • Explain the features of a safe practice environment to children and carers
  • Act as a role model for healthy lifestyle and wellbeing in the presence of children and carers
       
Element: Monitor physical, social and emotional wellbeing of children
  • Identify potential social and emotional issues and recognise indicators that may impact on children in relevant age group
  • Identify potential issues and recognise indicators relating to physical health, fitness and wellbeing of children
  • Monitor identified physical, social and emotional issues, document areas of concern and discuss with supervisor, parents, carers or other appropriate people according to organisational procedures
       

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify and research sources of current information relevant to working with children in performing arts 
Interpret program requirements to choose and sequence movement activities suitable for physical skill level, emotional maturity and age 
Select production elements appropriate to age group and program goals 
Review and use available information about individual learner needs, skills and abilities, injuries and learning styles to plan activities 
Review and use knowledge of growth stages and anatomy to support safe performance and practice for relevant age group 
Review and use knowledge of repetition and loading, and industry accepted strategies, to avoid and manage injuries for children in relevant age group 
Monitor and review planned activities to ensure ongoing safe skill development of children 
Reflect on professional practice and adjust activities to ensure suitability for relevant age groups 
Identify and use opportunities to update and maintain knowledge of research and developments relevant to own professional practice 
Establish a safe and supportive learning environment that puts children at ease and sets ground rules for inclusiveness, equality and respect 
Use knowledge of cognitive development stages to ensure language and instructions are clear and understood by the relevant age group 
Use non-discriminatory and non-stereotypical language and check that all children can participate in activities 
Provide constructive feedback to children appropriate for the relevant age group 
Use program techniques that reflect due diligence with regard to human contact and touch 
Plan and implement activities that promote the health and emotional wellbeing of children 
Provide age appropriate advice to children and carers about healthy lifestyles, nutrition and wellbeing 
Explain the features of a safe practice environment to children and carers 
Act as a role model for healthy lifestyle and wellbeing in the presence of children and carers 
Identify potential social and emotional issues and recognise indicators that may impact on children in relevant age group 
Identify potential issues and recognise indicators relating to physical health, fitness and wellbeing of children 
Monitor identified physical, social and emotional issues, document areas of concern and discuss with supervisor, parents, carers or other appropriate people according to organisational procedures 

Forms

Assessment Cover Sheet

CUADTM412 - Promote the physical and emotional wellbeing of children in performing arts
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CUADTM412 - Promote the physical and emotional wellbeing of children in performing arts

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: