Assessor Resource

CUALED501
Provide instrumental or vocal tuition

Assessment tool

Version 1.0
Issue Date: March 2024


This unit describes the skills and knowledge required to provide instrumental or vocal tuition as a private teacher to groups of less than five.

It applies to individuals with a thorough grounding in the techniques of their area of specialisation, and the ability to impart skills and knowledge to others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Plan and implement individual and small group tuition programs

1.1 Develop learning programs that incorporate sound educational principles

1.2 Assist learners to develop music knowledge appropriate to their level of musical development and to their area of specialisation

1.3 Assist learners to develop memory and aural skills

1.4 Assist learners to develop technical skills in performance

1.5 Assist learners to develop techniques in the care and maintenance of equipment, instruments and accessories

2. Teach performance skills

2.1 Assist learners to develop expressive skills

2.2 Allow time for learners to evaluate and perform music of their own choice, where possible

2.3 Encourage learners to experiment with technology to enhance performance outcomes, where appropriate

2.4 Assist learners to develop performance presentation skills

2.5 Assist learners to develop work health and safety (WHS) techniques relating to safe rehearsal practices

2.6 Assist learners to develop WHS techniques relating to their area of specialisation

3. Provide effective career advice

3.1 Provide career counselling to learners

3.2 Advise learners on future artistic directions, including courses suited to their specific needs

3.3 Advise learners on how to prepare and present an appropriate and effective audition program

3.4 Advise learners on how to prepare audition recordings, as required

3.5 Assist learners to become self-directed, lifelong learners

4. Evaluate own and learners’ performance

4.1 Develop evaluation plan and indicators appropriate to teaching practice and context, and use it to continuously evaluate own performance

4.2 Seek learner input into evaluation plan, where appropriate

4.3 Evaluate individual learners against appropriate, fair and consistent criteria

4.4 Encourage learners to participate in self-assessment and peer assessment, where appropriate

Evidence of the ability to:

demonstrate a high level of performance skills and knowledge in area of specialisation in which tuition is provided

plan and implement learning programs appropriate to the needs of learners and their level of musical development

convey relevant music literacy and repertoire knowledge

provide advice and tuition to support the development of talent.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

describe the elements of good teaching practice, including:

learning principles appropriate to age of students

methods to affect skill development

strategies to stimulate an interest in learning

relationship between skill levels and learning strategies

outline music knowledge in area of specialisation, including:

interpreting music in performance

improvisation conventions

sight reading from charts or musical notation

appropriate repertoire

musical terminology

musical genres and styles

solo and group performance protocols

composition process

care and maintenance of equipment, instruments and accessories

describe the different sources of career advice

describe the techniques for moving the body and breathing to enhance musical performance

describe the health and safety requirements and procedures that relate to safe rehearsal and performing practices.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:

relevant musical instruments, equipment and accessories

learners of different ages and musical knowledge/performance levels

appropriate teaching facilities.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, 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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Plan and implement individual and small group tuition programs

1.1 Develop learning programs that incorporate sound educational principles

1.2 Assist learners to develop music knowledge appropriate to their level of musical development and to their area of specialisation

1.3 Assist learners to develop memory and aural skills

1.4 Assist learners to develop technical skills in performance

1.5 Assist learners to develop techniques in the care and maintenance of equipment, instruments and accessories

2. Teach performance skills

2.1 Assist learners to develop expressive skills

2.2 Allow time for learners to evaluate and perform music of their own choice, where possible

2.3 Encourage learners to experiment with technology to enhance performance outcomes, where appropriate

2.4 Assist learners to develop performance presentation skills

2.5 Assist learners to develop work health and safety (WHS) techniques relating to safe rehearsal practices

2.6 Assist learners to develop WHS techniques relating to their area of specialisation

3. Provide effective career advice

3.1 Provide career counselling to learners

3.2 Advise learners on future artistic directions, including courses suited to their specific needs

3.3 Advise learners on how to prepare and present an appropriate and effective audition program

3.4 Advise learners on how to prepare audition recordings, as required

3.5 Assist learners to become self-directed, lifelong learners

4. Evaluate own and learners’ performance

4.1 Develop evaluation plan and indicators appropriate to teaching practice and context, and use it to continuously evaluate own performance

4.2 Seek learner input into evaluation plan, where appropriate

4.3 Evaluate individual learners against appropriate, fair and consistent criteria

4.4 Encourage learners to participate in self-assessment and peer assessment, where appropriate

Evidence of the ability to:

demonstrate a high level of performance skills and knowledge in area of specialisation in which tuition is provided

plan and implement learning programs appropriate to the needs of learners and their level of musical development

convey relevant music literacy and repertoire knowledge

provide advice and tuition to support the development of talent.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

describe the elements of good teaching practice, including:

learning principles appropriate to age of students

methods to affect skill development

strategies to stimulate an interest in learning

relationship between skill levels and learning strategies

outline music knowledge in area of specialisation, including:

interpreting music in performance

improvisation conventions

sight reading from charts or musical notation

appropriate repertoire

musical terminology

musical genres and styles

solo and group performance protocols

composition process

care and maintenance of equipment, instruments and accessories

describe the different sources of career advice

describe the techniques for moving the body and breathing to enhance musical performance

describe the health and safety requirements and procedures that relate to safe rehearsal and performing practices.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:

relevant musical instruments, equipment and accessories

learners of different ages and musical knowledge/performance levels

appropriate teaching facilities.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.

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
Develop learning programs that incorporate sound educational principles 
Assist learners to develop music knowledge appropriate to their level of musical development and to their area of specialisation 
Assist learners to develop memory and aural skills 
Assist learners to develop technical skills in performance 
Assist learners to develop techniques in the care and maintenance of equipment, instruments and accessories 
Assist learners to develop expressive skills 
Allow time for learners to evaluate and perform music of their own choice, where possible 
Encourage learners to experiment with technology to enhance performance outcomes, where appropriate 
Assist learners to develop performance presentation skills 
Assist learners to develop work health and safety (WHS) techniques relating to safe rehearsal practices 
Assist learners to develop WHS techniques relating to their area of specialisation 
Provide career counselling to learners 
Advise learners on future artistic directions, including courses suited to their specific needs 
Advise learners on how to prepare and present an appropriate and effective audition program 
Advise learners on how to prepare audition recordings, as required 
Assist learners to become self-directed, lifelong learners 
Develop evaluation plan and indicators appropriate to teaching practice and context, and use it to continuously evaluate own performance 
Seek learner input into evaluation plan, where appropriate 
Evaluate individual learners against appropriate, fair and consistent criteria 
Encourage learners to participate in self-assessment and peer assessment, where appropriate 
Develop evaluation plan and indicators appropriate to teaching practice and context, and use it to continuously evaluate own performance 
Seek learner input into evaluation plan, where appropriate 
Evaluate individual learners against appropriate, fair and consistent criteria 
Encourage learners to participate in self-assessment and peer assessment, where appropriate 

Forms

Assessment Cover Sheet

CUALED501 - Provide instrumental or vocal tuition
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

CUALED501 - Provide instrumental or vocal tuition

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: