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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

Required Skills

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 nonverbal 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

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

problemsolving skills to

memorise basic exercises and routines

respond appropriately to the unexpected in a teaching situation

selfmanagement and planning skills to

plan teaching sessions

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

welldeveloped 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 years to adult

Evidence Required

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

teach movement technique

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

thirdparty workplace reports of onthejob 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 candidates diaries or logbooks recording student progress

review of candidates selfassessment of their own teaching skills

direct observation or video recording of candidate teaching classes

Assessment methods should closely reflect workplace demands eg literacy and the needs of particular groups eg 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

CUADTMA Plan and organise dance classes

CUADTM401A Plan and organise dance classes

CUAOHSA Incorporate anatomy and nutrition principles into skill development

CUAOHS403A Incorporate anatomy and nutrition principles into skill development

CUSOHSA Follow occupational health and safety procedures

CUSOHS301A Follow occupational health and safety procedures.

Range Statement

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.