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Elements and Performance Criteria

Required Skills

Required skills

communication teamwork and organisational skills to

respond appropriately to constructive feedback on own teaching practice

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

problemsolving skills to manage financial management aspects of own teaching practice

selfmanagement and planning skills to

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

act in an ethical manner in own teaching practice

Required knowledge

welldeveloped knowledge of the

Dance Industry Code of Ethics

Australian Guidelines for Dance Teachers

availability and sources of resources equipment and support services for learners with specific needs

organisational record management system and reporting requirements

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 relevant policy legal requirements codes of practice and national standards including commonwealth state or territory requirements with regard to

OHS in the context of teaching dance

recording information and confidentiality requirements

antidiscrimination including equal opportunity racial vilification and disability discrimination in the context of teaching dance

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

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

manage business aspects of working as a dance teacher

communicate effectively and constructively with students parents and carers

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

thirdparty workplace reports of onthejob 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 professional practice as a dance teacher

review of candidates 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 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

CUFINDA Provide services on a freelance basis

CUFIND401A Provide services on a freelance basis

CUVPRPA Prepare for sustainable professional practice

CUVPRP502A Prepare for sustainable professional practice.

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.

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 and proformas specific questions or activities evidence and 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:	supervisors managers parents carers medical practitioners physiotherapists other teachers OHS representatives.
Student confidentialitymay relate to:	not passing on information regarding student status or wellbeing to other individuals without permission referring to best practice principles of the activity or organisation.
Duty of carerelates to:	doing everything ‘reasonably practicable’ to protect the health and safety of others in the workplace duty placed on: all employers employees and contractors any others who have an influence on hazards in a workplace.
Factual statements may relate to:	fee structures information about results in examinations and competitions publicity about services offered by a school or teacher information about the number of former students now dancing professionally information about qualifications held by teachers advertising a particular teaching method only where legitimate teaching qualifications in that methodology or syllabus are held.
Support services may include:	accountants couriers design services equipment repair and maintenance services financial planners printers tax consultants.
Impartiality can be demonstrated through:	using appropriate and constructive criticism in verbal and non-verbal judgements and written reports explaining guidelines to ensure that participants are treated fairly and without bias dealing diplomatically with other teachers, students, parents and carers.
Continuous improvement strategiesmay 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.