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Evidence Guide: CUADTM401 - Plan and organise dance classes

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

 

CUADTM401 - Plan and organise dance classes

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

Analyse learning environment and session requirements

  1. Establish learning context and organisational arrangements
  2. Access and review learning program documentation to determine delivery requirements
  3. Use available information and documentation to identify group and individual learner needs and learner characteristics
  4. Follow processes to identify learner support requirements
  5. Identify and assess constraints and risks to delivery
  6. Confirm personal role and responsibilities in planning and delivering training with relevant personnel
Establish learning context and organisational arrangements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access and review learning program documentation to determine delivery requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use available information and documentation to identify group and individual learner needs and learner characteristics

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow processes to identify learner support requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and assess constraints and risks to delivery

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm personal role and responsibilities in planning and delivering training with relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare session plans

  1. Refine specific learning objectives and assessment activities according to learning program requirements, and specific needs of individual learners or target group
  2. Generate ideas for teaching strategies using knowledge of learning principles and learning theories that reflect the requirements of classes
  3. Evaluate existing learning resources and documented learning activities identified in learning programs for use in the specific teaching context
  4. Develop and document session plans for each segment of learning programs to be addressed
Refine specific learning objectives and assessment activities according to learning program requirements, and specific needs of individual learners or target group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Generate ideas for teaching strategies using knowledge of learning principles and learning theories that reflect the requirements of classes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate existing learning resources and documented learning activities identified in learning programs for use in the specific teaching context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and document session plans for each segment of learning programs to be addressed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare resources for sessions

  1. Modify and contextualise existing learning resources and learning activities to cater for particular individual learners and groups
  2. Develop and document additional learning activities to meet specific session requirements based on the application of learning principles and individual and group learner styles
  3. Organise and finalise learning materials required by learners in time for delivery
  4. Identify and organise specific skills, technology and equipment needed in time for classes
  5. Identify and organise additional resourcing to meet identified learner support as required
  6. Confirm overall teaching plan with relevant personnel
Modify and contextualise existing learning resources and learning activities to cater for particular individual learners and groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and document additional learning activities to meet specific session requirements based on the application of learning principles and individual and group learner styles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise and finalise learning materials required by learners in time for delivery

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and organise specific skills, technology and equipment needed in time for classes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and organise additional resourcing to meet identified learner support as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm overall teaching plan with relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

Elements

Elements describe the essential outcomes.

Performance Criteria

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

1. Analyse learning environment and session requirements

1.1 Establish learning context and organisational arrangements

1.2 Access and review learning program documentation to determine delivery requirements

1.3 Use available information and documentation to identify group and individual learner needs and learner characteristics

1.4 Follow processes to identify learner support requirements

1.5 Identify and assess constraints and risks to delivery

1.6 Confirm personal role and responsibilities in planning and delivering training with relevant personnel

2. Prepare session plans

2.1 Refine specific learning objectives and assessment activities according to learning program requirements, and specific needs of individual learners or target group

2.2 Generate ideas for teaching strategies using knowledge of learning principles and learning theories that reflect the requirements of classes

2.3 Evaluate existing learning resources and documented learning activities identified in learning programs for use in the specific teaching context

2.4 Develop and document session plans for each segment of learning programs to be addressed

3. Prepare resources for sessions

3.1 Modify and contextualise existing learning resources and learning activities to cater for particular individual learners and groups

3.2 Develop and document additional learning activities to meet specific session requirements based on the application of learning principles and individual and group learner styles

3.3 Organise and finalise learning materials required by learners in time for delivery

3.4 Identify and organise specific skills, technology and equipment needed in time for classes

3.5 Identify and organise additional resourcing to meet identified learner support as required

3.6 Confirm overall teaching plan with relevant personnel

Required Skills and Knowledge

Elements

Elements describe the essential outcomes.

Performance Criteria

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

1. Analyse learning environment and session requirements

1.1 Establish learning context and organisational arrangements

1.2 Access and review learning program documentation to determine delivery requirements

1.3 Use available information and documentation to identify group and individual learner needs and learner characteristics

1.4 Follow processes to identify learner support requirements

1.5 Identify and assess constraints and risks to delivery

1.6 Confirm personal role and responsibilities in planning and delivering training with relevant personnel

2. Prepare session plans

2.1 Refine specific learning objectives and assessment activities according to learning program requirements, and specific needs of individual learners or target group

2.2 Generate ideas for teaching strategies using knowledge of learning principles and learning theories that reflect the requirements of classes

2.3 Evaluate existing learning resources and documented learning activities identified in learning programs for use in the specific teaching context

2.4 Develop and document session plans for each segment of learning programs to be addressed

3. Prepare resources for sessions

3.1 Modify and contextualise existing learning resources and learning activities to cater for particular individual learners and groups

3.2 Develop and document additional learning activities to meet specific session requirements based on the application of learning principles and individual and group learner styles

3.3 Organise and finalise learning materials required by learners in time for delivery

3.4 Identify and organise specific skills, technology and equipment needed in time for classes

3.5 Identify and organise additional resourcing to meet identified learner support as required

3.6 Confirm overall teaching plan with relevant personnel

Evidence of the ability to develop session plans that:

cover the teaching of at least one dance or movement technique

take account of the learning environment and teaching requirements

include the required resources

cater for individual and group learner needs and characteristics

show that constraints and hazards have been identified and risks assessed and mitigated where possible.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

To complete the unit requirements the individual must:

explain the following learning principles:

learner-centred approaches to teaching

increasing learner independence

use of modelling and demonstration

learning process needing to reflect individual circumstances

explain the following learning styles:

auditory

visual

kinaesthetic

analytical

theoretical

activist

pragmatist

reflective

describe key aspects in the process of designing learning programs and developing session plans

describe different teaching methods and techniques appropriate to teaching dance or movement

explain how the following apply in a teaching role:

duty of care under common law

safe dance practices

reporting requirements for hazards

safe use and maintenance of audio and video replay equipment

emergency procedures

recording information and confidentiality requirements

anti-discrimination legislative requirements

describe key features of the following learning theories:

cognitive learning theory

andragogy

pedagogy

information processing

behavioural.