Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CUADTM412, 'Promote the physical and emotional wellbeing of children in performing arts'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Promote the physical and emotional wellbeing of children in performing arts' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Plan age appropriate activities for children | 1.1 Identify and research sources of current information relevant to working with children in performing arts 1.2 Interpret program requirements to choose and sequence movement activities suitable for physical skill level, emotional maturity and age 1.3 Select production elements appropriate to age group and program goals 1.4 Review and use available information about individual learner needs, skills and abilities, injuries and learning styles to plan activities |
2. Implement age appropriate activities when instructing children | 2.1 Review and use knowledge of growth stages and anatomy to support safe performance and practice for relevant age group 2.2 Review and use knowledge of repetition and loading, and industry accepted strategies, to avoid and manage injuries for children in relevant age group 2.3 Monitor and review planned activities to ensure ongoing safe skill development of children 2.4 Reflect on professional practice and adjust activities to ensure suitability for relevant age groups 2.5 Identify and use opportunities to update and maintain knowledge of research and developments relevant to own professional practice |
3. Interact and work professionally with children | 3.1 Establish a safe and supportive learning environment that puts children at ease and sets ground rules for inclusiveness, equality and respect 3.2 Use knowledge of cognitive development stages to ensure language and instructions are clear and understood by the relevant age group 3.3 Use non-discriminatory and non-stereotypical language and check that all children can participate in activities 3.4 Provide constructive feedback to children appropriate for the relevant age group 3.5 Use program techniques that reflect due diligence with regard to human contact and touch |
4. Promote healthy lifestyles and wellbeing for children | 4.1 Plan and implement activities that promote the health and emotional wellbeing of children 4.2 Provide age appropriate advice to children and carers about healthy lifestyles, nutrition and wellbeing 4.3 Explain the features of a safe practice environment to children and carers 4.4 Act as a role model for healthy lifestyle and wellbeing in the presence of children and carers |
5. Monitor physical, social and emotional wellbeing of children | 5.1 Identify potential social and emotional issues and recognise indicators that may impact on children in relevant age group 5.2 Identify potential issues and recognise indicators relating to physical health, fitness and wellbeing of children 5.3 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 |