| Chooses content which is relevant for the achieving of objectives in the lesson plans for drama atelier, drama lab, drama studio, word studio (part-time arts education) and general word training (secondary arts education). |
| Formulates objectives, using lesson plans for the subjects drama atelier, drama lab, drama studio, word studio (part-time arts education) and general word training (secondary arts education) in order to prepare for the micro-teaching task. |
| Sets up targeted exercises in a creative manner for lessons in the subjects (drama atelier, drama lab, drama studio, word studio (part-time arts education) and general word training (secondary arts education) and formulates a standard lessons for Grade 2, Grade 3, Grade 4 (children, young people, and adults). |
| Specifies the various target groups for the subjects drama atelier, drama lab, drama studio, word studio (part-time arts education) and general word training (secondary arts education) and describes which working methods are suitable for each target group. |
| Carries out micro-teaching and creates an optimal learning environment, paying attention to the various levels of capability and individual characteristics of the students. |
| Applies the acquired subject-specific knowledge and skills when micro-teaching, paying special attention to both correction of the individual and the group, showing respect for the diversity of the group. |
| Masters the principles of phonetics/proper pronunciation General Dutch language (vowels, diphthongs, consonants, assimilation) and knows the subject-specific tools. |
| Can integrate other arts forms in lessons on the subjects drama atelier, drama lab, drama studio, word studio (part-time arts education) and general word training (secondary arts education). |
| Uses their subject-specific knowledge in a creative manner in concrete exercises for specific target groups in drama atelier, drama lab, drama studio, word studio (part-time arts education) and general word training (secondary arts education) and creation. |
| Finds his or her way in the discipline-specific further training package. |
| Evaluates their own performance in micro-teaching. |
| Develops a lesson plan for the subjects drama atelier, drama lab, drama studio, word studio (part-time arts education) and general word training (secondary arts education) for a specific target group, taking care to pay equal attention to all aspects of speaking. |
| When micro-teaching, arranges the classroom in a way which promotes optimal learning and minimises noise as much as possible. |
| Researches the function and relevance of the speech and language teacher in education, society, and the artistic world. |
| Describes the starting level of the students and pays attention to voice technique, consciousness of the body, areas of interest, individuality, the group dynamic, etc. |
| Prepares micro-teaching. |
| Creates annual programmes with sufficient variety. |
| Makes suitable assignments for the subjects storytelling, speaking and storytelling, speaking and presenting (part-time arts education), Word Studio (part-time arts education), Dramalab (part-time arts education), AVV, recounting and eloquence (secondary arts education). |
| Using cases, reflects on attitudes and a positive environment. |
| Looks for societal links within the subjects storytelling, speaking and storytelling, speaking and presenting (part-time arts education), recounting and eloquence (secondary arts education). |
| Makes a folder of assignments. |
| Exchanges his or her own knowledge and experiences. |
| Stimulates fellow students with ideas, materials, perspectives. |