Assessor Resource

CUADTM403A
Apply safe dance teaching methods

Assessment tool

Version 1.0
Issue Date: May 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 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 any particular syllabus.

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

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:

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

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 with reference to specific performance criteria.

Context of and specific resources for assessment

Assessment must ensure access to safe dance or movement teaching spaces.

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

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 teaching dance or movement safely

review of candidate’s diaries or logbooks recording student progress

review of candidate’s self-assessment of their own teaching skills

direct observation or video recording of candidate teaching classes.

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 dance style

CUADTM401A Plan and organise dance classes

CUAOHS403A Incorporate anatomy and nutrition principles into skill development

CUSOHS301A Follow occupational health and safety procedures.

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, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situations, using an appropriate tone and level of voice

seek assistance from others as required

use industry terminology and language

interpret verbal messages

invite learners to paraphrase advice or instructions

ensure language, literacy and numeracy (LLN) used is appropriate to students’ needs

build and maintain rapport

demonstrate sensitivity to diversity, disability, culture, gender and ethnic backgrounds

interpret non-verbal messages

group facilitation skills to ensure that:

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

expertise and background of learners are respected

learning skills to:

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

facilitate the learning of others through competent delivery of learning programs, such as modelling learning behaviours and dance techniques

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to write or interpret instructions and feedback for the learners

observation skills to:

use formative evaluation to monitor student progress

monitor:

group and individual interactions

conflict or behavioural difficulties

learner cues about concerns or difficulties in learning

learner readiness for assessment or new areas of learning

problem-solving skills to:

memorise basic exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan teaching sessions

manage time

maintain an appropriate standard of personal presentation in a teaching context

follow OHS requirements as they relate to the teaching of dance or movement

technical skills to operate equipment required for teaching purposes.

Required knowledge

well-developed knowledge of:

anatomical foundations, including:

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

Australian Guidelines for Dance Teachers

Dance Industry Code of Ethics

dance teaching terminology

graded progress requirements according to dance society levels

issues and challenges that arise in the context of teaching dance or movement

OHS principles relevant to a teaching context:

reporting requirements for hazards

prevention and management of dance injuries

safe use and maintenance of equipment

emergency procedures

sources of OHS information

role of key workplace persons

policy and procedures relevant to the teaching environment

safe dance and movement practice

techniques relevant to chosen genre

teaching principles and techniques

teaching and performance protocols

sound knowledge of childhood development, including:

characteristics of stages of psychological development

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.

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.

Objectives may include:

specified learning outcomes

class learning needs

individual learning needs

specific learning activities

practice opportunities e.g. practicum or supervised teaching

formative assessment opportunities.

Expectations may relate to:

those of the teacher in relation to students and classes

those of students and classes in relation to teachers

individual and group behaviour, including:

mutual respect

sensitivity to needs of others

sensitivity to culture, ethics and gender

practising inclusivity in group work

use of appropriate language

expectations of commitment to learning process, learner motivation and participation

expectations of interesting and engaging teaching

expectations of a safe, secure learning environment.

Requirements may include:

a safe, secure learning environment

appropriate behaviour

maintaining progress

attendance

assessment, including:

points at which assessments will occur

identified assessment activities as part of learning experience

OHS, such as:

reporting requirements for hazards

safe use and maintenance of equipment

emergency procedures

sources of OHS information

names of key workplace persons with OHS roles and responsibilities

OHS policy and procedures relevant to the learning environment

safe dance or movement practice.

Learning principles must include:

those associated with teaching different age groups, such as:

5 to 10 year olds

11 to 14 year olds

15 to 18 year olds

people aged over 19.

Learning principles may relate to:

interpreting non-verbal messages and use of modelling

learner-centred approaches to teaching

increasing learner independence

supportive and productive learning environment

reflecting students’ needs, backgrounds, perspectives and interests in learning programs

challenging students and supporting them to develop deep levels of thinking and application

making assessment practices an integral part of teaching and learning

learning connecting strongly with communities and practice beyond the classroom

student characteristics, such as:

language, literacy and numeracy requirements

specific needs, such as:

people with different access requirements

physical

psychological

past learning experiences

level of maturity

cultural background and needs.

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.

Diversitymay include:

age

gender

culture

ethnicity

disability

attitudes and reasons for learning

people with different access requirements.

Teaching methods may include:

explaining

lock step

learner-paced

learning by teaching

mixed pace

questioning

taking into account people with different access requirements

teacher-centred and student-centred, such as:

demonstration or modelling

instruction

practice opportunities

enabling and supporting effective learner participation.

Technology and equipment may include:

CD player

DVD or video equipment

television or screen

data projector and computer

whiteboard or blackboard

butcher’s paper

technical equipment relevant to specific technical areas.

Teaching skills may include:

preparing teaching aids

speaking with appropriate tone and pitch

using appropriate language

encouraging and dealing appropriately with questions

showing enthusiasm for lessons

making direct eye contact to create direct pathway between students and self (may be culturally inappropriate for some groups)

demonstrating confidence

supporting learners to enable progress from simple to more complex tasks and concepts.

Group facilitation skillsmay include:

ensuring that every individual has an opportunity for participation and input

maintaining group cohesion

encouraging rapport between class members

managing group dynamics

observing and interpreting behaviour that puts others at risk

facilitating group interaction.

Basic structure of the body includes:

systems, such as:

skeletal

articular

muscular

circulatory

nervous.

Warm-up and cool-down procedures may include:

stretching

joint-mobility exercises

flexibility exercises

aerobic activities

anaerobic exercises

coordinated breathing activities

floor work.

Safe dance and movement practicesmay include:

correct execution of dance or movement steps

appropriate clothing and footwear

doing exercises and performing routines on flooring appropriate to genre and style of dance, including:

sprung softwood

tarkett

sprung parquet

tongue and groove hardwood

resined for ballroom and Latin dance

non-slip for ballet

wood for tap and Spanish

healthy nutrition and diet

understanding the body’s capabilities and limitations, including:

alignment

flexibility (mobility)

strength (stability)

cardiorespiratory endurance

muscular endurance

warm-up and cool-down procedures, such as:

gentle stretch

aerobic exercises

anaerobic exercises

breathing exercises.

Common injuriesmay relate to:

lower back

ankles

feet

knees

muscles and tendons

ligaments

joints

stress fractures.

Injury management strategiesmay relate to:

injury recovery and rehabilitation procedures

correct use of basic first aid procedures

use of compression, elevation, rest and ice (CERI) in case of soft tissue injury

referral to sources of professional assistance, such as:

general and specialist practitioners

rehabilitation therapists, such as:

Pilates

Alexander technique

chiropractors

yoga

osteopaths

physiotherapists

massage.

Unanticipated situations may include:

equipment malfunction

accommodating the needs of students experiencing difficulties with learning for reasons, such as:

English language, literacy and numeracy difficulties

physical or sensory difficulties

socioemotional difficulties.

Inappropriate behaviour may include:

violent or inappropriate language

verbal or physical abuse

bullying

insensitive verbal or physical behaviour towards other students or teachers, such as:

cultural

racial

disability

gender

dominant or overbearing behaviour

disruptive behaviour

non-compliance with safety instructions.

Reflecting on own performance may include:

thinking through lesson requirements

asking key questions

reviewing achievements

analysing difficulties.

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 commencement 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 to interactions with students 
Conduct classes according to lesson plans but 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 the diversity of class members as a resource to support learning 
Employ a range of teaching methods and appropriate technology and equipment as teaching aids to optimise learner experience 
Build opportunities for practice into lessons 
Ensure that teaching is engaging and relevant through effective teaching skills 
Ensure effective participation and class engagement though effective group facilitation skills 
Use effective oral communication and language skills to motivate students and to transfer knowledge and skills 
Maintain appropriate relationships and ensure inclusivity through effective interpersonal skills 
Ensure that sensitivities in relation to human contact and touch are incorporated into teaching techniques 
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 cool-down procedures as an integral part of session planning and delivery 
Demonstrate the various types of stretching 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 where out of class practice is necessary 
Take measures to prevent common injuries 
Employ effective injury management strategies 
Monitor and document student progress and ensure outcomes are being achieved and student needs are met 
Adjust lesson plans to reflect specific needs and circumstances and unanticipated situations 
Encourage students to reflect on personal learning progress 
Manage class dynamics to ensure effective participation by students and to maintain effective relationships 
Manage inappropriate behaviour to ensure learning can take place 
Maintain, store and secure student records according to legal and organisational requirements 
Evaluate lesson plans to determine their effectiveness as tools to guide the learning process 
Provide feedback on lesson plans to writers 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

CUADTM403A - Apply safe dance teaching methods
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Assessment Record Sheet

CUADTM403A - Apply safe dance teaching methods

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