Assessor Resource

CUADTM508A
Refine dance teaching methodologies

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies to a person working at a senior level as a teacher or instructor in a private dance studio or school. They could be employed by the school or offer their services on a freelance basis.

At this level, teachers and instructors are expected to display initiative and judgement and apply cognitive and communication skills to identify, analyse, synthesise and act on information from a variety of sources.

Applying the skills and knowledge in this unit is a largely self-directed activity, but may involve some mentored guidance.

This unit describes the performance outcomes, skills and knowledge required to refine methodologies for teaching any style of dance.

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:

adhere to the Dance Industry Code of Ethics in a dance teaching environment

work collaboratively with others in a dance teaching and professional development context

improve own dance teaching methods

apply well-developed understanding of learning and instructional design principles to own teaching practice

communicate effectively and constructively with students.

Context of and specific resources for assessment

Assessment must ensure:

interaction and collaboration with others involved in dance teaching

access to industry networks and information.

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 promotional material distributed

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 refining dance teaching methodologies

review of candidate’s diaries or logbooks recording ideas and strategies for improving own teaching practice

direct observation of candidate interacting with students, parents and colleagues.

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:

CUADTM511A Teach medium level dance technique

CUADTM606A Teach high level dance technique

CUAOHS403A Incorporate anatomy and nutrition principles into skill development.

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 teacher

discuss teaching issues with colleagues

effectively impart information to students and parents or carers

initiative and enterprise skills to think laterally about ways to improve own teaching practice

learning skills to:

maintain own expertise by taking advantage of ongoing professional development opportunities

refine teaching methodologies

problem-solving skills to identify gaps in own teaching skills and identify the best way to address them

self-management and planning skills to:

manage time

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

act in an ethical manner in own teaching practice.

Required knowledge

well-developed knowledge of the:

Dance Industry Code of Ethics

Australian Guidelines for Dance Teachers

learning principles, such as:

learner-centred approaches to teaching

increasing learner independence

use of modelling and demonstration

individual circumstances being reflected in the learning process

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

instructional design principles, for example:

sequencing information

providing opportunities for practice

different teaching methods and techniques appropriate to teaching dance or movement

OHS relating to teaching role, including:

duty of care under common law

safe dance practice

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.

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.

Dance Industry Code of Ethicsis:

the code devised by leading representatives of Australia’s studio teachers (Ausdance) to inform teachers and the public of the ethical standards expected by the profession of its practitioners.

Communication should be:

in a style appropriate to:

student’s age

preferred method of communication

physical or cultural factors

sensory or intellectual impairment, e.g. sight loss or hearing loss

according to the Dance Industry Code of Ethics.

Assessment tools and proceduresinclude:

tools and processes developed by individual dance schools, such as:

instruments to be used for gathering evidence, such as a profile of acceptable performance measures

templates or proformas

specific questions or activities

evidence or observation checklists

checklists for the evaluation of work samples

candidate self-assessment materials

procedures, information and instructions for assessors and candidates relating to the use of assessment instruments and assessment conditions.

Relevant personnel may include:

supervisor

manager

parents

carers

medical practitioners

people with different access requirements

physiotherapists

other teachers

representatives of dance societies

OHS representatives.

Teaching methodsmay 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 and modelling

instruction

practice opportunities

enabling and supporting effective learner participation.

Instructional design principles may include:

application of adult learning principles

inclusion of a variety of approaches and techniques for:

presenting information and activities

encouraging learner participation

need for learner activity and interactivity

opportunities for review of material and repetition

presenting material in a logical order and sequence

presenting material in order of increasing difficulty

structuring information effectively.

Knowledge of anatomy and physiologymay relate to:

definitions of anatomy and physiology

tissue types

global and local muscular systems:

functions

types and classifications

disorders

nervous system:

functions

anatomy

nerves

reflex arc

disorders

skeletal system:

function

types of bones

gross and microscopic anatomy

disorders

circulatory system:

heart anatomy

functions

circulation pathways

blood vessels

blood

disorders

respiratory system:

functions

anatomy

mechanics of breathing

disorders of cardiorespiratory system

lymphatic system:

function

anatomy

disorders

endocrine system:

function

anatomy.

Body’s responses to physical activity may include:

musculoskeletal system, such as:

structure of joints

joint mobility

muscle contraction

muscle innervation

oxidative capacity of different muscle fibres

cardiovascular system, such as:

gaseous transport

gaseous exchange

carrying, delivery and extraction of oxygen for muscle contraction

relationship between exercise intensity and circulatory and ventilation responses

nervous system, such as:

excitation and conduction of nerve impulses during muscle contraction

role of sensory receptors during movement.

Strategies tocreate optimal learning environmentmay relate to:

stimulating creative processes and broadening artistic scope through excursions to performances and dance companies

promoting the value of networking to learners, such as discussing creative ideas with other dancers and relevant personnel

using technology, practical performance, and access to performers to stimulate learners’ imaginations

encouraging learners to critically assess their own creative work.

Strategiesto facilitate learners’ professional developmentmay include:

encouraging learners to explore new techniques in dance performance

exploring options with learners for recording and presenting creative ideas through performance

encouraging critical self-reflection in learners to engender realistic career development planning

instructing learners in the negotiation of dance briefs with realistic timeframes, budgets and technical production contingencies

emphasising the need for learners to consider audience needs and tastes in dance

promoting the value of keeping up with broad media, conceptual and technology issues through industry literature and forums.

Collaborationmay involve:

engaging in professional networks

participating in a community of practice

participating in workshops and seminars

sharing ideas and information

working on joint projects.

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
Comply with Dance Industry Code of Ethics when interacting with students and members of the public 
Ensure that communication with students and parents or carers is appropriate and undertaken in a professional and accountable manner 
Inform parents or carers of studio or school’s policy and procedures 
Ensure that assessment tools and procedures enable students and parents or carers to have access to accurate and honest feedback and advice when requested 
Ensure that class sizes and dance school or studio facilities are appropriate to the age group of students and level and dance style being taught 
Ensure that references to or comparisons with the services of others are fair and balanced 
Avoid situations that may lead to a conflict of interest 
Use feedback from relevant personnel to identify ways of improving own teaching methods 
Work on increasing own confidence in using a range of different teaching methods to engage learners and enhance their learning experience 
Apply well-developed knowledge of instructional design principles to the design and delivery of programs 
Extend knowledge of anatomy and physiology to improve own ability to discuss with learner the body’s responses to physical activity 
Work on ways to create an optimal learning environment and to facilitate learners’ professional development 
Recognise and integrate the concept of lifelong learning into own professional development as a teacher 
Engage in ongoing collaboration with peers and others 
Challenge, refine and adapt own ideas and strategies for developing professional practice as a teacher 
Communicate with others in a way that engenders respect for others 
Share information and ideas in a timely fashion to enhance work outcomes 
Seek information and ideas from others as required to assist achievement of work requirements 
Observe linguistic and cultural differences when communicating with others 

Forms

Assessment Cover Sheet

CUADTM508A - Refine dance teaching methodologies
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

CUADTM508A - Refine dance teaching methodologies

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:

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