Assessor Resource

CUADTM403
Apply safe dance teaching methods

Assessment tool

Version 1.0
Issue Date: March 2024


This unit describes the performance outcomes, skills and knowledge required to establish an effective learning environment and to use safe and effective dance and movement teaching methods.

This unit applies to teachers or instructors in dance schools or studios. It also applies to people responsible for teaching movement skills for recreational or remedial purposes.

At this level, teachers and instructors are responsible for the output of others and usually work without supervision. They may be delivering lessons based on a specific syllabus, learning program or set of teaching resources prepared by others. Alternatively, they may be conducting classes which are not based on a particular syllabus.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

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



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.

Elements

Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Establish an effective learning environment

1.1 Ensure that resources required for teaching are available and that venues are ready for classes

1.2 At beginning of learning programs discuss and clarify objectives, expectations and requirements with students

1.3 Use appropriate verbal and interpersonal skills to establish a positive relationship with students

2. Teach classes

2.1 Apply learning principles associated with children, young adults and adults to interactions with students

2.2 Conduct classes according to lesson plans that are modified where appropriate to meet the needs of the students

2.3 Adjust expectations of individual class members to perform exercises or routines in line with their level of fitness

2.4 Use a range of teaching methods and appropriate technology and equipment as teaching aids to optimise learner experience

2.5 Build opportunities for practice into lessons

3. Use effective teaching techniques

3.1 Ensure participation and class engagement though effective group facilitation and teaching skills

3.2 Use effective oral communication to teach and motivate students

3.3 Use effective interpersonal skills to maintain appropriate relationships and ensure inclusive classes

3.4 Ensure that teaching techniques reflect due diligence with regard to human contact and touch

3.5 Use observation skills to monitor individual and class progress

4. Incorporate safe dance or movement practice into classes

4.1 Encourage healthy lifestyles and physical and emotional health for students through advice or referral to experts

4.2 Incorporate knowledge of the basic structure of the body into explanations and demonstrations of movement techniques

4.3 Include safe warm-up and warm-down procedures as an integral part of session planning and delivery

4.4 Demonstrate the various types of stretches for flexibility and discuss their advantages and disadvantages with students

4.5 Sequence movements effectively and safely

4.6 Provide a teaching environment that complies with safe dance and movement practice and provide advice to students about the use of a safe environment when out of class practice is necessary

4.7 Take measures to prevent injuries

5. Support and monitor learning

5.1 Monitor and document student progress and ensure outcomes are being achieved and student needs met

5.2 Adjust lesson plans to reflect specific needs and circumstances and unanticipated situations

5.3 Encourage students to reflect on personal learning progress

5.4 Manage learner behaviour to encourage learning

5.5 Maintain, store and secure student records according to legal and organisational requirements

6. Review and evaluate effectiveness of teaching

6.1 Evaluate lesson plans to determine their effectiveness in guiding the learning process

6.2 Provide feedback on lesson plans to those responsible for writing them as required

6.3 Seek feedback from management and peers on the quality of own teaching and note areas for improvement

6.4 Reflect on own performance in teaching delivery

6.5 Consider and implement new ideas to improve the quality of teaching and to enhance learning experiences for students

Evidence of the ability to:

teach classes that cover at least one dance style

or

teach movement technique

and

teach a minimum of three consecutive sessions to the same group

teach a complete program under the supervision of an approved teacher or instructor

incorporate safe movement practice into classes

monitor student learning with reference to specific performance criteria

review and evaluate effectiveness of teaching with reference to specific performance criteria

demonstrate knowledge and skill to the required standard in the chosen technique.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

To complete the unit requirements the individual must:

in the context of demonstrating dance technique, explain the significance of the following anatomical foundations:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms, and torso

range of motion of the joints

differentiation of the legs and pelvis

describe:

key principles in the Australian Guidelines for Dance Teachers and Dance Industry Code of Ethics

graded progress requirements according to dance society levels

issues and challenges that arise when teaching dance or movement

protocols associated with teaching dance

explain how the following apply in a dance teaching context:

reporting requirements for hazards

prevention and management of dance injuries

safe use and maintenance of audio and video replay equipment

emergency procedures

health and safety policies and procedures relevant to the teaching environment

safe dance and movement practice

in the context of teaching dance, demonstrate sound knowledge of the following:

characteristics of stages that affect psychological development and their implications for teaching programs

characteristics of stages of physiological development

factors that affect physical growth and motor development and their implications for teaching programs

characteristics of stages of motor development

learning principles and theories that relate to different age groups from 5 years to adult.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to safe dance or movement teaching spaces.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.


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.

Elements

Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Establish an effective learning environment

1.1 Ensure that resources required for teaching are available and that venues are ready for classes

1.2 At beginning of learning programs discuss and clarify objectives, expectations and requirements with students

1.3 Use appropriate verbal and interpersonal skills to establish a positive relationship with students

2. Teach classes

2.1 Apply learning principles associated with children, young adults and adults to interactions with students

2.2 Conduct classes according to lesson plans that are modified where appropriate to meet the needs of the students

2.3 Adjust expectations of individual class members to perform exercises or routines in line with their level of fitness

2.4 Use a range of teaching methods and appropriate technology and equipment as teaching aids to optimise learner experience

2.5 Build opportunities for practice into lessons

3. Use effective teaching techniques

3.1 Ensure participation and class engagement though effective group facilitation and teaching skills

3.2 Use effective oral communication to teach and motivate students

3.3 Use effective interpersonal skills to maintain appropriate relationships and ensure inclusive classes

3.4 Ensure that teaching techniques reflect due diligence with regard to human contact and touch

3.5 Use observation skills to monitor individual and class progress

4. Incorporate safe dance or movement practice into classes

4.1 Encourage healthy lifestyles and physical and emotional health for students through advice or referral to experts

4.2 Incorporate knowledge of the basic structure of the body into explanations and demonstrations of movement techniques

4.3 Include safe warm-up and warm-down procedures as an integral part of session planning and delivery

4.4 Demonstrate the various types of stretches for flexibility and discuss their advantages and disadvantages with students

4.5 Sequence movements effectively and safely

4.6 Provide a teaching environment that complies with safe dance and movement practice and provide advice to students about the use of a safe environment when out of class practice is necessary

4.7 Take measures to prevent injuries

5. Support and monitor learning

5.1 Monitor and document student progress and ensure outcomes are being achieved and student needs met

5.2 Adjust lesson plans to reflect specific needs and circumstances and unanticipated situations

5.3 Encourage students to reflect on personal learning progress

5.4 Manage learner behaviour to encourage learning

5.5 Maintain, store and secure student records according to legal and organisational requirements

6. Review and evaluate effectiveness of teaching

6.1 Evaluate lesson plans to determine their effectiveness in guiding the learning process

6.2 Provide feedback on lesson plans to those responsible for writing them as required

6.3 Seek feedback from management and peers on the quality of own teaching and note areas for improvement

6.4 Reflect on own performance in teaching delivery

6.5 Consider and implement new ideas to improve the quality of teaching and to enhance learning experiences for students

This section specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.

Learning principles must include:

those associated with teaching different age groups, including:

5 to 10 year olds

11 to 14 year olds

15 to 18 year olds

people aged over 19.

Evidence of the ability to:

teach classes that cover at least one dance style

or

teach movement technique

and

teach a minimum of three consecutive sessions to the same group

teach a complete program under the supervision of an approved teacher or instructor

incorporate safe movement practice into classes

monitor student learning with reference to specific performance criteria

review and evaluate effectiveness of teaching with reference to specific performance criteria

demonstrate knowledge and skill to the required standard in the chosen technique.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

To complete the unit requirements the individual must:

in the context of demonstrating dance technique, explain the significance of the following anatomical foundations:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms, and torso

range of motion of the joints

differentiation of the legs and pelvis

describe:

key principles in the Australian Guidelines for Dance Teachers and Dance Industry Code of Ethics

graded progress requirements according to dance society levels

issues and challenges that arise when teaching dance or movement

protocols associated with teaching dance

explain how the following apply in a dance teaching context:

reporting requirements for hazards

prevention and management of dance injuries

safe use and maintenance of audio and video replay equipment

emergency procedures

health and safety policies and procedures relevant to the teaching environment

safe dance and movement practice

in the context of teaching dance, demonstrate sound knowledge of the following:

characteristics of stages that affect psychological development and their implications for teaching programs

characteristics of stages of physiological development

factors that affect physical growth and motor development and their implications for teaching programs

characteristics of stages of motor development

learning principles and theories that relate to different age groups from 5 years to adult.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to safe dance or movement teaching spaces.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.

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
Ensure that resources required for teaching are available and that venues are ready for classes 
At beginning of learning programs discuss and clarify objectives, expectations and requirements with students 
Use appropriate verbal and interpersonal skills to establish a positive relationship with students 
Apply learning principles associated with children, young adults and adults to interactions with students 
Conduct classes according to lesson plans that are modified where appropriate to meet the needs of the students 
Adjust expectations of individual class members to perform exercises or routines in line with their level of fitness 
Use a range of teaching methods and appropriate technology and equipment as teaching aids to optimise learner experience 
Build opportunities for practice into lessons 
Ensure participation and class engagement though effective group facilitation and teaching skills 
Use effective oral communication to teach and motivate students 
Use effective interpersonal skills to maintain appropriate relationships and ensure inclusive classes 
Ensure that teaching techniques reflect due diligence with regard to human contact and touch 
Use observation skills to monitor individual and class progress 
Encourage healthy lifestyles and physical and emotional health for students through advice or referral to experts 
Incorporate knowledge of the basic structure of the body into explanations and demonstrations of movement techniques 
Include safe warm-up and warm-down procedures as an integral part of session planning and delivery 
Demonstrate the various types of stretches for flexibility and discuss their advantages and disadvantages with students 
Sequence movements effectively and safely 
Provide a teaching environment that complies with safe dance and movement practice and provide advice to students about the use of a safe environment when out of class practice is necessary 
Take measures to prevent injuries 
Monitor and document student progress and ensure outcomes are being achieved and student needs met 
Adjust lesson plans to reflect specific needs and circumstances and unanticipated situations 
Encourage students to reflect on personal learning progress 
Manage learner behaviour to encourage learning 
Maintain, store and secure student records according to legal and organisational requirements 
Evaluate lesson plans to determine their effectiveness in guiding the learning process 
Provide feedback on lesson plans to those responsible for writing them as required 
Seek feedback from management and peers on the quality of own teaching and note areas for improvement 
Reflect on own performance in teaching delivery 
Consider and implement new ideas to improve the quality of teaching and to enhance learning experiences for students 

Forms

Assessment Cover Sheet

CUADTM403 - Apply safe dance teaching methods
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

CUADTM403 - Apply safe dance teaching methods

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: