CUADTM431 — Design and conduct dance learning program

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What an assessment for CUADTM431 must cover

46 assessable components: 4 elements (22 performance criteria), 9 performance evidence and 8 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 Determine program requirements

1.1Identify group and individual learner needs, characteristics and expectations
1.2Identify any special requirements according to participant needs
1.3Identify and assess constraints and risks to delivery of classes
1.4Identify legal and work health and safety requirements associated with teaching dance or movement classes
1.5Confirm personal role and responsibilities in planning and delivering classes with required personnel

2 Design program and classes

2.1Determine learning objectives and assessment activities according to learning program requirements or specific needs of individual learners
2.2Design original class plan series according to identified program needs and identified assessment requirements
2.3Structure and sequence original class series and content according to learning principles and logical skill development
2.4Generate ideas for teaching strategies using learning principles that reflect the requirements of classes
2.5Identify and evaluate existing learning resources and documented learning activities for use in the specific teaching context
2.6Develop and document class plans for each segment of learning program to be addressed, as required
2.7Develop a process to calculate and monitor student retention rates during delivery of class series

3 Conduct program and classes

3.1Communicate instructions and relevant information to participants in a suitable manner
3.2Monitor participants’ progress against program aims
3.3Implement identified teaching methods and strategies and modify as required
3.4Assist participants to perform dance moves and make appropriate corrections according to organisational policies and procedures
3.5Encourage participants to seek and provide feedback regarding their progress during the program, according to organisational policies and procedures
3.6Implement injury prevention strategies according to organisational policies and procedures

4 Evaluate program

4.1Seek feedback from relevant stakeholders involved in the program
4.2Evaluate relevant components of program according to organisational policies and procedures
4.3Identify potential areas of improvement for future programs
4.4Review own performance and identify potential improvements

Performance evidence

plan and organise at least six original dance or movement technique class plans across at least three different groups of learners.
instruct the teaching of at least one dance or movement technique
identify class and learning objectives according to assessment requirements and learning program or learning principles
identify learning environments and teaching requirements of individuals and groups when planning and organising dance classes
organise resources required for classes
cater for individual and group learner needs and characteristics
demonstrate identification of constraints and hazards
develop a process for monitoring student retention rates for planned classes
assess and mitigate against risks where possible.

Knowledge evidence

learning principles to be considered when planning dance or movement technique classes, including: - learner-centred approaches to teaching - increasing learner independence - use of modelling and demonstration - learning process needing to reflect individual circumstances
at least four of the following learning styles: - auditory - visual - kinaesthetic - verbal (linguistic) - logical (mathematical) - social (interpersonal) - solitary (intrapersonal) - analytical
key aspects in the process of designing learning programs and developing class plans
different teaching methods and techniques required for teaching dance or movement
organisational procedures required to demonstrate the performance evidence
requirements of the following 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 - ethical and legally compliant access, use and storage of information - anti-discrimination and equal opportunity legislative requirements - privacy laws - working with children - waivers and exclusion clauses - insurance - mandatory reporting - occupational health and safety
program evaluation
cognitive stages and physical stages of human development, including: - childhood - adolescence - senescence

Foundation skills

Numeracy: Estimates duration of learning activities for class plans
Oral communication: Obtains information by listening and questioning Discusses ideas and solutions
Reading: Organises and evaluates ideas and information from different written material
Writing: Completes documentation related to teaching dance or movement classes
Planning and organising: Adopts a methodical and logical approach to the process of planning and organising dance classes
Self-management: Identifies and follows procedures and expectations associated with own role Manages time efficiently Organises music for dance style or movement skills being taught
Teamwork: Identifies and supports the cultural background of students and colleagues Cooperates with others and contributes to specific activities requiring joint responsibility and accountability

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 CUADTM431

What does an assessment tool for CUADTM431 need to cover?

To satisfy the Principles of Assessment and Rules of Evidence, an assessment for CUADTM431 needs to address all 46 unit components: 4 elements with 22 performance criteria, 9 performance evidence requirements, 8 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 CUADTM431?

Auditori pulls the current release of CUADTM431 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 CUADTM431 — with no card and no subscription required. After that it's pay-as-you-go per unit.

Can I check my existing CUADTM431 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 CUADTM431, showing exactly what's covered and what's missing. Mapping costs a quarter of a credit.

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