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

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

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

What evidence can you provide to prove your understanding of each of the following citeria?

Plan age appropriate activities for children

  1. Identify and research sources of current information relevant to working with children in performing arts
  2. Interpret program requirements to choose and sequence movement activities suitable for physical skill level, emotional maturity and age
  3. Select production elements appropriate to age group and program goals
  4. Review and use available information about individual learner needs, skills and abilities, injuries and learning styles to plan activities
Identify and research sources of current information relevant to working with children in performing arts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interpret program requirements to choose and sequence movement activities suitable for physical skill level, emotional maturity and age

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select production elements appropriate to age group and program goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review and use available information about individual learner needs, skills and abilities, injuries and learning styles to plan activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement age appropriate activities when instructing children

  1. Review and use knowledge of growth stages and anatomy to support safe performance and practice for relevant age group
  2. Review and use knowledge of repetition and loading, and industry accepted strategies, to avoid and manage injuries for children in relevant age group
  3. Monitor and review planned activities to ensure ongoing safe skill development of children
  4. Reflect on professional practice and adjust activities to ensure suitability for relevant age groups
  5. Identify and use opportunities to update and maintain knowledge of research and developments relevant to own professional practice
Review and use knowledge of growth stages and anatomy to support safe performance and practice for relevant age group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review and use knowledge of repetition and loading, and industry accepted strategies, to avoid and manage injuries for children in relevant age group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and review planned activities to ensure ongoing safe skill development of children

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on professional practice and adjust activities to ensure suitability for relevant age groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and use opportunities to update and maintain knowledge of research and developments relevant to own professional practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interact and work professionally with children

  1. Establish a safe and supportive learning environment that puts children at ease and sets ground rules for inclusiveness, equality and respect
  2. Use knowledge of cognitive development stages to ensure language and instructions are clear and understood by the relevant age group
  3. Use non-discriminatory and non-stereotypical language and check that all children can participate in activities
  4. Provide constructive feedback to children appropriate for the relevant age group
  5. Use program techniques that reflect due diligence with regard to human contact and touch
Establish a safe and supportive learning environment that puts children at ease and sets ground rules for inclusiveness, equality and respect

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use knowledge of cognitive development stages to ensure language and instructions are clear and understood by the relevant age group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use non-discriminatory and non-stereotypical language and check that all children can participate in activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide constructive feedback to children appropriate for the relevant age group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use program techniques that reflect due diligence with regard to human contact and touch

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote healthy lifestyles and wellbeing for children

  1. Plan and implement activities that promote the health and emotional wellbeing of children
  2. Provide age appropriate advice to children and carers about healthy lifestyles, nutrition and wellbeing
  3. Explain the features of a safe practice environment to children and carers
  4. Act as a role model for healthy lifestyle and wellbeing in the presence of children and carers
Plan and implement activities that promote the health and emotional wellbeing of children

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide age appropriate advice to children and carers about healthy lifestyles, nutrition and wellbeing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain the features of a safe practice environment to children and carers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Act as a role model for healthy lifestyle and wellbeing in the presence of children and carers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor physical, social and emotional wellbeing of children

  1. Identify potential social and emotional issues and recognise indicators that may impact on children in relevant age group
  2. Identify potential issues and recognise indicators relating to physical health, fitness and wellbeing of children
  3. 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
Identify potential social and emotional issues and recognise indicators that may impact on children in relevant age group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential issues and recognise indicators relating to physical health, fitness and wellbeing of children

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Required Skills and Knowledge