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

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What an assessment for CUADTM412 must cover

46 assessable components: 5 elements (21 performance criteria), 6 performance evidence and 12 knowledge evidence requirements, plus 7 foundation skills. An audit-defensible tool maps every question and task back to these — that mapping is the coverage matrix Auditori generates alongside the assessment.

Elements & performance criteria

1 Plan age appropriate activities for children

1.1Identify and research sources of current information relevant to working with children in performing arts
1.2Interpret program requirements to choose and sequence movement activities suitable for physical skill level, emotional maturity and age
1.3Select production elements appropriate to age group and program goals
1.4Review 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

2.1Review and use knowledge of growth stages and anatomy to support safe performance and practice for relevant age group
2.2Review and use knowledge of repetition and loading, and industry accepted strategies, to avoid and manage injuries for children in relevant age group
2.3Monitor and review planned activities to ensure ongoing safe skill development of children
2.4Reflect on professional practice and adjust activities to ensure suitability for relevant age groups
2.5Identify and use opportunities to update and maintain knowledge of research and developments relevant to own professional practice

3 Interact and work professionally with children

3.1Establish a safe and supportive learning environment that puts children at ease and sets ground rules for inclusiveness, equality and respect
3.2Use knowledge of cognitive development stages to ensure language and instructions are clear and understood by the relevant age group
3.3Use non-discriminatory and non-stereotypical language and check that all children can participate in activities
3.4Provide constructive feedback to children appropriate for the relevant age group
3.5Use program techniques that reflect due diligence with regard to human contact and touch

4 Promote healthy lifestyles and wellbeing for children

4.1Plan and implement activities that promote the health and emotional wellbeing of children
4.2Provide age appropriate advice to children and carers about healthy lifestyles, nutrition and wellbeing
4.3Explain the features of a safe practice environment to children and carers
4.4Act 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

5.1Identify potential social and emotional issues and recognise indicators that may impact on children in relevant age group
5.2Identify potential issues and recognise indicators relating to physical health, fitness and wellbeing of children
5.3Monitor identified physical, social and emotional issues, document areas of concern and discuss with supervisor, parents, carers or other appropriate people according to organisational procedures

Performance evidence

gather and organise information related to working with children in performing arts including: • planning age appropriate activities • growth stages and anatomy • avoiding and managing injuries • cognitive development stages • healthy lifestyles, wellbeing and nutrition
plan, implement and review age appropriate performing arts activities and programs for two different age groups
use clear, understandable, non-discriminatory and non-stereotypical language and non-verbal behaviours with children of different age groups
plan and implement activities that provide information about nutrition, healthy lifestyles and wellbeing
identify a range of potential physical, social and emotional issues and monitor the physical and emotional wellbeing of children in own program/s.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge evidence

identify sources of information and resources relevant to working with children covering: • healthy lifestyles and nutrition for children • physical development and growth spurts in children of different age groups
explain key features of state or territory regulations, industry guidelines and organisational procedures relating to working with children including: • ethics and personal and professional integrity • respect for family values and cultural diversity
explain individual body types and the normal changes that occur during key growth stages in children, including anatomical limitations for relevant stage
explain how to promote emotional wellbeing, self-esteem and confidence in children, including encouraging resilience
describe appropriate practice and training regimes for children typical of different age groups
describe common risks and injuries for children in different age groups and ways of dealing with these
explain injury prevention strategies appropriate for different age groups including: • warm up and cool down exercises • avoiding excessive repetition • varying intensity, volume and activity
describe key features of production elements appropriate for relevant age group, including: • themes • music • movement and/or choreography • language and/or script • props, sets and/or equipment
outline contemporary social issues and trends that could have an impact on children of different age groups, including: • body image and stereotyping • bullying and peer pressure • media and social media
identify indicators of common negative physical and emotional wellbeing issues
outline ways of approaching problems relating to the physical and/or emotional wellbeing of children of different ages
describe organisational procedures for reporting injury, possible abuse or inappropriate activity with children.

Foundation skills

Learning: • Uses self-reflection to identify improvements to professional practice • Identifies and uses opportunities to update skills and knowledge
Reading: • Extracts, interprets and organises information from a range of written sources • Identifies and evaluates resources and activities
Writing: • Develops, documents and updates plans for program activities in an appropriate format • Prepares information about relevant topics using language appropriate for age group • Records required information in appropriate formats
Oral communication: • Obtains information by listening and questioning • Pays attention to the behaviour of others, interpreting a broad range of verbal and non-verbal signals • Presents and sequences information using appropriate words and non-verbal features for audience and context • Participates in discussions using language and non-verbal features appropriate to the audience
Navigate the world of work: • Identifies and follows regulations, organisational procedures, ethics and industry guidelines associated with own role • Takes responsibility for monitoring children appropriate to own role and program goals
Interact with others: • Applies a range of interpersonal skills to develop relationships with children and adults • Selects and uses appropriate practices and protocols to communicate with a range of people • Adapts personal communication style to show respect and sensitivity to diversity, disability, culture, gender and ethnic backgrounds
Get the work done: • Adopts a methodical and logical approach to the process of preparing, conducting and reviewing classes • Interprets and analyses information to make decisions about appropriate activities and actions • Identifies and responds to problems requiring immediate attention

Unit content sourced from training.gov.au — © Commonwealth of Australia, licensed under CC BY 4.0. Auditori is not affiliated with the Department of Employment and Workplace Relations.

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Questions about assessing CUADTM412

What does an assessment tool for CUADTM412 need to cover?

To satisfy the Principles of Assessment and Rules of Evidence, an assessment for CUADTM412 needs to address all 46 unit components: 5 elements with 21 performance criteria, 6 performance evidence requirements, 12 knowledge evidence requirements, and the foundation skills. A coverage matrix mapping each question and task to these components is what an auditor looks for.

How does Auditori generate an assessment tool for CUADTM412?

Auditori pulls the current release of CUADTM412 from training.gov.au and generates a complete package: candidate assessment, assessor guide with model answers and observation criteria, and a coverage matrix mapping every component. A suitably qualified person then reviews and approves the draft in a built-in workflow — consistent with ASQA's guidance on AI use in VET — before export as branded PDF and editable Word.

Is the first assessment tool really free?

Yes. Every new account includes one free credit — enough to generate the complete assessment tool for CUADTM412 — with no card and no subscription required. After that it's pay-as-you-go per unit.

Can I check my existing CUADTM412 assessment instead of generating a new one?

Yes — upload your existing assessment or learner guide and Auditori maps it against every element, performance criterion, PE and KE of CUADTM412, showing exactly what's covered and what's missing. Mapping costs a quarter of a credit.

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