CUADTM401A - Plan and organise dance classes assessment tool

Assessor Resource

CUADTM401A
Plan and organise dance classes

Assessment tool

Version 1.0
Issue Date: April 2024

This unit applies to a person working as a teacher or instructor in a private dance studio or school. It also applies to people responsible for teaching movement skills for recreational or remedial purposes.

At this level, teachers and instructors may be working from learning programs developed by others, and structuring lesson plans around those programs. Alternatively, they may be devising and conducting classes which are not based on any particular syllabus.

This unit describes the performance outcomes, skills and knowledge required to plan and organise classes to teach dance and movement skills to a range of target groups.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

Employability Skills

This unit contains employability skills.

Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to develop lesson plans that: cover the teaching of at least one dance or movement technique include consideration of the learning environment and teaching requirements include the required resources cater for individual learner needs and characteristics show that constraints and risks have been identified and assessed.
Context of and specific resources for assessment	Assessment must ensure: access to training products, such as Training Packages, documented courses or dance society syllabi and curricula.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence third-party workplace reports of on-the-job performance evaluation of lesson plans developed verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of planning and organising dance or movement training programs direct observation or video recording of candidate participating in discussions about developing lesson plans to support learning programs. Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: any units from the Live Performance Training Package that relate to teaching a specific dance style CUADTM403A Apply safe dance teaching methods.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title] Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication skills to:

recognise and be sensitive to individual difference and diversity, for example:

being sensitive to and valuing the cultural background of students and colleagues

acting without bias or discrimination

responding appropriately to individuals with particular needs

literacy skills to:

document lesson plans and prepare learning activities

prepare learning materials, such as handouts and information sheets

read and interpret learner information

planning and organisational skills to:

reflect the group and individual learning needs and learner characteristics within lesson plans

incorporate relevant or modified learning objectives and assessment methods (where required) in lesson plans

determine the structure and time requirements for each session

identify specific facility, technology and equipment needs for each session

organise music for dance style or movement skills being taught

self-management skills to:

identify areas for improvement

maintain own skill development

technology skills to:

use sound equipment to play music in dance or movement classes

use computers to produce documents and communicate through email and the web

time-management skills to:

determine time allocations within lesson plans

determine overall class time

determine how many classes may be required

schedule classes.

Required knowledge

well-developed knowledge of:

learning principles, such as:

learner-centred approaches to teaching

increasing learner independence

use of modelling and demonstration

learning process needing to reflect individual circumstances

learning styles, such as:

auditory

visual

kinaesthetic

left or right brain

analytical

theoretical

activist

pragmatist

reflective

learner profiles, including characteristics and needs of learner group

learning program design and structure and content

how to structure and develop lesson plans

availability, types and content of learning resources and learning materials

dance or movement technique requirements

basic instructional lesson design principles, for example:

sequencing information

providing opportunities for practice

different teaching methods and techniques appropriate to teaching dance or movement

organisational records management system and reporting requirements

OHS relating to teaching role, including:

duty of care under common law

safe dance practices

reporting requirements for hazards

safe use and maintenance of equipment

emergency procedures

sources of OHS information

overview knowledge of:

learning theories, such as:

cognitive learning theory

andragogy

pedagogy

information processing

behavioural learning theory

relevant policy, legal requirements, codes of practice and national standards, including commonwealth and state or territory requirements:

OHS

recording information and confidentiality requirements

anti-discrimination, including equal opportunity, racial vilification and disability discrimination.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Learning contextrelates to:	in a dance studio or similar in a community setting.
Organisational arrangements may include:	finalising specific locations or venues for dance classes coordinating locations enrolment procedures dance class scheduling requirements class size special equipment or technology needs providing for specific learner needs investigating the learning environment to identify, assess and control OHS risks allowable teaching time management expectations people to be involved reporting requirements access issues, e.g. to work or practice environment.
Learning program documentation may relate to:	dance syllabi or curricula associated with dance societies specialising in specific dance genres competencies to be achieved specific learning outcomes for each chunk or segment of learning programs overview of content to be covered in each chunk or segment of learning programs learning resources, learning materials and activities for each chunk or segment of learning programs number and duration of classes and overall time lines teaching methods for each chunk or segment of learning programs OHS issues to be addressed in class lessons, including safe dance practice specification of assessment points to measure learner progress assessment methods and tools to be used to collect evidence of competency, where assessment is required enrolment information student records (confidentiality protected) outcomes of previous assessments communication with individual learners.
Learner needs may include:	dance or movement competencies aspects of competency, such as skills, knowledge and technical applications generic skills development personal development and growth English language, literacy and numeracy underpinning knowledge.
Learner characteristics may relate to:	language, literacy and numeracy requirements specific physical and psychological needs preferred learning styles employment status past learning experiences level of maturity cultural background and needs level of formal schooling in Australia or overseas.
Processes may be formal or informal, and may include:	analysing learner information on enrolment forms discussions with learners and parents or carers to identify learning support needs observation of learners.
Learner support requirementsmay include arrangements for:	people with different access requirements meeting disability needs meeting cultural needs meeting language, literacy and numeracy needs.
Constraints may include:	access to practice opportunities cost of attending classes time required or available for lesson scheduling difficulties consideration of appropriate groupings of learners and meeting learner needs copyright public liability.
Risks may include:	OHS considerations, including safe dance public liability requirements inappropriate location or dance environment inadequate equipment, technology or resources capacity to meet learner needs and characteristics.
Personal role and responsibilitiesmay include:	responsibility for planning and organising provision of parts of learning strategy or learning program responsibility for planning and organising provision of a specific number of classes planning and organising the availability of learning materials relationships with other dance or movement teachers arrangements for assessment reporting arrangements.
Relevant personnel may include:	supervisor manager venue personnel other teachers OHS representative representatives of dance societies.
Learning objectives may relate to:	skills, knowledge or competencies to be achieved by students learning outcomes individual and group learning objectives generic skills.
Target groupmay relate to:	age of students physical abilities cultural background gender level of expertise.
Teaching strategiesmay include:	allowing students to experiment with different techniques challenging preconceptions collaborating with students demonstrating techniques discussing issues explaining and providing information group activities inviting questions from students providing guidance on private practice time taking into account people with different access requirements written exercises.
Learning principlesmay relate to:	engaging learners through a learner-centred approach increasing learner independence use of modelling and demonstration.
Learning theories may relate to:	behavioural learning information processing cognitive learning constructivist situational problem-based andragogy pedagogy.
Classesmay relate to:	any style of dance physical coordination creative body movements in response to music movements, such as: bending kicks stretches hops jumps landing rolling skipping turning twisting techniques related to movement philosophies, such as: Alexander technique Bartenieff fundamentals Feldenkrais method Ideokinesis Pilates yoga Thera-Band.
Learning resources may include:	dance studio learning resources dance society syllabi or curricula videos live and recorded music references and texts manuals record or log books learning materials, such as: handouts for learners learning resources produced in languages other than English worksheets and workbooks prepared activity sheets prepared topic, unit or subject information sheets prepared scenarios, projects, assignments prepared research tasks.
Learning activities may include:	discussions role-plays written activities or tasks audio or visual activities demonstration supervised dance or movement practice individual activities, projects or assignments group activities, projects or assignments games.
Lesson plans may include:	introductions outline of objectives or content to be addressed teaching methods for each part of a session plan of learning activities to be used within a session time lines or duration for each learning activity formative assessment points or opportunities learning materials required summary, overview or wrap up.
Learner styles may include:	auditory visual kinaesthetic left and right brain analytical theoretical activist pragmatist reflective.
Facility, technology and equipment needs may include:	dance studio with sprung floor tarkett location or room availability of appropriate furniture adequate lighting comfortable seating and temperature overhead projector computer hardware and software video and audio equipment.
Additional resourcing may relate to:	providing referrals to external services, such as medical incorporating techniques, such as: modelling or demonstrating chunking visual or diagrammatic opportunities to practice dance skills peer support repetition drawing on range of resources from first language, including peer support ensuring appropriate physical and communication supports are available listening to problems and helping within own area of responsibility and knowledge building required knowledge and skills using support materials individual and group learning objectives or outcomes number of learners and their specific support requirements content of lessons as specified in lesson plans time lines or duration of activities within sessions learning resources, learning materials and learning activities to be used in sessions other resource and equipment requirements OHS considerations, including: incident or hazard reporting emergency procedures safe dance practice.
Teaching planmay include:	individual and class learning objectives or outcomes for each segment of learning programs number of learners and their specific support requirements content of classes as specified in lesson plans time lines or duration of activities within lessons learning resources and activities to be used in lessons other resource and equipment requirements OHS considerations, including: incident or hazard reporting emergency procedures safe dance practice warm-up and cool-down activities.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice	Yes	No	Comments/feedback
Establish learning context and organisational arrangements
Access, read and interpret learning program documentation to determine delivery requirements
Use available information and documentation to identify group and individual learner needs and learner characteristics
Follow processes to identify learner support requirements
Identify and assess constraints and risks to delivery
Confirm personal role and responsibilities in planning and delivering training with relevant personnel
Refine specific learning objectives and assessment activities according to learning program requirements and specific needs of individual learners or target group
Generate ideas for teaching strategies using knowledge of learning principlesandlearning theories that reflect the requirements of classes
Evaluate existing learning resources and documented learning activities identified in learning programs and selected for use in the specific teaching context
Develop and document lesson plans for each segment of learning programs to be addressed
Modify and contextualise existing learning resources and learning activities to cater for particular groups
Develop and document additional learning activities to meet specific lesson requirements based on the application of learning principles and learner styles of individuals and classes in general
Organise and finalise learning materials required by learners in time for delivery
Identify and organise specific facility, technology and equipment needed in time for classes
Identify and organise additional resourcingto meet identified learner support as required
Confirm overall teaching plan with relevant personnel

Forms

Assessment Cover Sheet

CUADTM401A - Plan and organise dance classes

Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

Assessor name:

Signature:

Date:

Assessment Record Sheet

CUADTM401A - Plan and organise dance classes

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date:

Assessor Resource

CUADTM401A Plan and organise dance classesAssessment tool

Version 1.0 Issue Date: April 2024

Prerequisites

Employability Skills

Evidence Required

Submission Requirements

Assessment Tasks

Observation Checklist

Forms

Assessment Cover Sheet

CUADTM401A - Plan and organise dance classes

Assessment task 1: [title]

Assessment Record Sheet

CUADTM401A - Plan and organise dance classes

CUADTM401A
Plan and organise dance classes

Assessment tool

Version 1.0
Issue Date: April 2024