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 CUACHR301A, 'Develop basic dance composition skills'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop basic dance composition skills' 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
1. Prepare the body for dance | 1.1. Perform basic warm-up and cool-down activities 1.2. Adhere to injury-prevention techniques 1.3. Identify common health concerns for dancers |
2. Develop an understanding of dance composition | 2.1. Discuss with relevant personnel the elements of dance and how they are used and manipulated to craft movement 2.2. Identify components of the composition process by analysing original professional dance compositions 2.3. Through discussion and observation, explore how intent and form are used in dance composition and how they might be documented 2.4. Discuss with relevant personnel how concepts of music assist in providing a range of ways to manipulate form and movement |
3. Practise dance composition technique | 3.1. Explore the use of a range of starting points when composing dance 3.2. Practise the use of intent and form when composing dance 3.3. Manipulate elements of dance to craft movement using various stimuli 3.4. Generate and organise movement for dance using play and exploration |
4. Compose a simple dance sequence | 4.1. Compose a dance sequence with a specified intent and form 4.2. Communicate composition ideas and concepts in discussions using appropriate vocabulary 4.3. Demonstrate effective verbal and physical demonstration skills while working with dancers 4.4. Organise to have the sequence recorded for evaluation purposes 4.5. Use the recording to evaluate work and gain feedback from relevant personnel in order to edit and refine the dance sequence |