Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CUADTM301A Mapping and Delivery Guide
Assist with teaching dance

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUADTM301A - Assist with teaching dance
Description This unit describes the performance outcomes, skills and knowledge required to prepare for and assist with the conduct of dance classes.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application Assistant dance teachers, or senior students with several years of dance experience, apply the skills and knowledge outlined in this unit. They would usually be teaching basic dance techniques to younger or newer students.Classes would usually be conducted in private dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.At this level, they operate under the guidance and supervision of senior dance teachers, but a certain amount of autonomy is expected when they are actually teaching classes.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Prepare for dance classes
  • Contribute to planning and selecting music and choreography for dance classes
  • Determine characteristics, needs and expectations of dance class participants
  • Identify special requirements according to participant needs
  • Advise participants of reasons why they should not participate in dance classes when appropriate
  • Identify and access equipment and resources for dance classes
  • In consultation with own dance teacher, discuss effective and safe teaching strategies appropriate to the teaching context
  • Ensure a safe dance environment according to organisational policy and procedures
       
Element: Conduct classes
  • Communicate instructions and information to participants in a suitable manner
  • Monitor participants’ progress against class aims
  • Assist in the implementation of identified teaching methods and strategies and modify as required
  • Assist participants to perform dance moves and make appropriate corrections
  • Encourage participants to seek and provide feedback regarding their progress during the class
  • Assist in implementing injury-prevention strategies
       
Element: Evaluate classes
  • Seek and acknowledge feedback from own dance teacher and class participants
  • Identify potential areas of improvement for future classes
  • Review own performance and identify potential improvements
  • Evaluate components of classes
       


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:

assist in planning and conducting dance classes in response to the needs and capabilities of participants

use teaching methods and strategies that are safe and supportive

monitor the progress of participants and makes adjustments in response to changing situations

provide positive feedback to participants to encourage motivation, self-esteem and self-expression

demonstrate safe dance practices

evaluate and reflect on own performance to identify ways in which own teaching skills can be improved.

Context of and specific resources for assessment

Assessment must ensure access to:

resources and equipment

opportunities for assisting in the teaching of dance classes in either a real or simulated situation

a venue with adequate space and appropriate flooring.

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 by candidate

verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit

direct observation, or video recordings of candidate assisting in the teaching of a dance class

case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and assisting in the teaching of dance 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:

CUSOHS301A Follow occupational health and safety procedures

SISCCRO302A Apply legal and ethical instructional skills.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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 in a teaching role

present confidently in a teaching situation

convey information and instructions in classes

seek assistance from others as required

group facilitation skills to ensure that every learner has an opportunity for participation and input

initiative and enterprise skills to assist in identifying and implementing effective teaching strategies to promote self-expression and self-confidence

learning skills to:

provide feedback to learners by identifying areas of weakness

evaluate and modify the class as required

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

problem-solving skills to:

memorise basic exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

assist in planning teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

demonstrate safe dance practices

review and reflect on own work performance

technical skills to demonstrate basic techniques in chosen dance genre or style.

Required knowledge

overview knowledge of:

basic first aid procedures to enable effective management of injuries that may occur during the class

dance teaching terminology

testing and checking techniques to enable safe use of equipment used in classes

OHS principles in a teaching context

well-developed knowledge of:

genre and chosen style of dance to instruct participants in basic skills or movements during classes

health and other factors affecting ability to participate in dance classes

anatomy and physiology of basic body structures

common dance injuries, to enable the implementation of effective injury-prevention strategies

fundamental principles of dance analysis to enable accurate corrections to be made to technique

evaluation processes to enable improvements to be made to classes

safe dance practices.

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 classes may be:

ballet

ballroom

classical

contemporary

cultural folk

Indigenous

jazz

Latin

social.

Characteristics may include:

age

emotional, physical and intellectual development

existing injuries

fitness

skill level.

Equipment and resources may include:

dance studio or community hall

electronic equipment

music

teaching aids

technological aids.

Teaching strategies may refer to:

command and response

demonstration

directive approaches through specific set tasks

experiential or problem solving

progressive

whole skill.

Safe dance environment may refer to:

appropriate heating, cooling and lighting

appropriate flooring

security

size of floor area

unobstructed space

ventilation.

Organisational policy and procedures may refer to:

communication protocols

OHS

reporting of hazards and risks

risk minimisation

selection of participants for performances

scheduling requirements.

Injury-prevention strategies may include:

suitable footwear and clothing

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

barre and floor exercises

exercises for areas, such as:

body conditioning and strength development

flexibility

isometric control

coordination improvement and enhancement exercises

muscle contraction and release

isolation and mobility of body parts

slow stretching

slow and deep breathing.

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
Contribute to planning and selecting music and choreography for dance classes 
Determine characteristics, needs and expectations of dance class participants 
Identify special requirements according to participant needs 
Advise participants of reasons why they should not participate in dance classes when appropriate 
Identify and access equipment and resources for dance classes 
In consultation with own dance teacher, discuss effective and safe teaching strategies appropriate to the teaching context 
Ensure a safe dance environment according to organisational policy and procedures 
Communicate instructions and information to participants in a suitable manner 
Monitor participants’ progress against class aims 
Assist in the implementation of identified teaching methods and strategies and modify as required 
Assist participants to perform dance moves and make appropriate corrections 
Encourage participants to seek and provide feedback regarding their progress during the class 
Assist in implementing injury-prevention strategies 
Seek and acknowledge feedback from own dance teacher and class participants 
Identify potential areas of improvement for future classes 
Review own performance and identify potential improvements 
Evaluate components of classes 

Forms

Assessment Cover Sheet

CUADTM301A - Assist with teaching dance
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

CUADTM301A - Assist with teaching dance

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: