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

CUADTM401 Mapping and Delivery Guide
Plan and organise dance classes

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CUADTM401 - Plan and organise dance classes
Description
Employability Skills
Learning Outcomes and Application This unit describes the performance outcomes, skills and knowledge required to plan and organise classes to teach dance and movement skills to a range of target groups.This unit applies to people working as teachers or instructors in dance schools or studios. It also applies to people responsible for teaching movement skills for recreational or remedial purposes.At this level, teachers and instructors may be working from learning programs developed by others, and structuring session plans around those programs. Alternatively, they may be devising and conducting classes which are not based on a particular syllabus.No licensing, legislative or certification requirements apply to this unit at the time of publication.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:

training products, such as national training packages, documented courses or dance society syllabi and curricula.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.
Prerequisites/co-requisites
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: Analyse learning environment and session requirements
  • Establish learning context and organisational arrangements
  • Access and review learning program documentation to determine delivery requirements
  • Use available information and documentation to identify group and individual learner needs and learner characteristics
  • Follow processes to identify learner support requirements
  • Identify and assess constraints and risks to delivery
  • Confirm personal role and responsibilities in planning and delivering training with relevant personnel
       
Element: Prepare session plans
  • Refine specific learning objectives and assessment activities according to learning program requirements, and specific needs of individual learners or target group
  • Generate ideas for teaching strategies using knowledge of learning principles and learning theories that reflect the requirements of classes
  • Evaluate existing learning resources and documented learning activities identified in learning programs for use in the specific teaching context
  • Develop and document session plans for each segment of learning programs to be addressed
       
Element: Prepare resources for sessions
  • Modify and contextualise existing learning resources and learning activities to cater for particular individual learners and groups
  • Develop and document additional learning activities to meet specific session requirements based on the application of learning principles and individual and group learner styles
  • Organise and finalise learning materials required by learners in time for delivery
  • Identify and organise specific skills, technology and equipment needed in time for classes
  • Identify and organise additional resourcing to meet identified learner support as required
  • Confirm overall teaching plan with relevant personnel
       


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.

Elements

Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Analyse learning environment and session requirements

1.1 Establish learning context and organisational arrangements

1.2 Access and review learning program documentation to determine delivery requirements

1.3 Use available information and documentation to identify group and individual learner needs and learner characteristics

1.4 Follow processes to identify learner support requirements

1.5 Identify and assess constraints and risks to delivery

1.6 Confirm personal role and responsibilities in planning and delivering training with relevant personnel

2. Prepare session plans

2.1 Refine specific learning objectives and assessment activities according to learning program requirements, and specific needs of individual learners or target group

2.2 Generate ideas for teaching strategies using knowledge of learning principles and learning theories that reflect the requirements of classes

2.3 Evaluate existing learning resources and documented learning activities identified in learning programs for use in the specific teaching context

2.4 Develop and document session plans for each segment of learning programs to be addressed

3. Prepare resources for sessions

3.1 Modify and contextualise existing learning resources and learning activities to cater for particular individual learners and groups

3.2 Develop and document additional learning activities to meet specific session requirements based on the application of learning principles and individual and group learner styles

3.3 Organise and finalise learning materials required by learners in time for delivery

3.4 Identify and organise specific skills, technology and equipment needed in time for classes

3.5 Identify and organise additional resourcing to meet identified learner support as required

3.6 Confirm overall teaching plan with relevant personnel

Evidence of the ability to develop session plans that:

cover the teaching of at least one dance or movement technique

take account of the learning environment and teaching requirements

include the required resources

cater for individual and group learner needs and characteristics

show that constraints and hazards have been identified and risks assessed and mitigated where possible.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

To complete the unit requirements the individual must:

explain the following learning principles:

learner-centred approaches to teaching

increasing learner independence

use of modelling and demonstration

learning process needing to reflect individual circumstances

explain the following learning styles:

auditory

visual

kinaesthetic

analytical

theoretical

activist

pragmatist

reflective

describe key aspects in the process of designing learning programs and developing session plans

describe different teaching methods and techniques appropriate to teaching dance or movement

explain how the following apply in a teaching role:

duty of care under common law

safe dance practices

reporting requirements for hazards

safe use and maintenance of audio and video replay equipment

emergency procedures

recording information and confidentiality requirements

anti-discrimination legislative requirements

describe key features of the following learning theories:

cognitive learning theory

andragogy

pedagogy

information processing

behavioural.

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.

Elements

Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Analyse learning environment and session requirements

1.1 Establish learning context and organisational arrangements

1.2 Access and review learning program documentation to determine delivery requirements

1.3 Use available information and documentation to identify group and individual learner needs and learner characteristics

1.4 Follow processes to identify learner support requirements

1.5 Identify and assess constraints and risks to delivery

1.6 Confirm personal role and responsibilities in planning and delivering training with relevant personnel

2. Prepare session plans

2.1 Refine specific learning objectives and assessment activities according to learning program requirements, and specific needs of individual learners or target group

2.2 Generate ideas for teaching strategies using knowledge of learning principles and learning theories that reflect the requirements of classes

2.3 Evaluate existing learning resources and documented learning activities identified in learning programs for use in the specific teaching context

2.4 Develop and document session plans for each segment of learning programs to be addressed

3. Prepare resources for sessions

3.1 Modify and contextualise existing learning resources and learning activities to cater for particular individual learners and groups

3.2 Develop and document additional learning activities to meet specific session requirements based on the application of learning principles and individual and group learner styles

3.3 Organise and finalise learning materials required by learners in time for delivery

3.4 Identify and organise specific skills, technology and equipment needed in time for classes

3.5 Identify and organise additional resourcing to meet identified learner support as required

3.6 Confirm overall teaching plan with relevant personnel

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
Establish learning context and organisational arrangements 
Access and review learning program documentation to determine delivery requirements 
Use available information and documentation to identify group and individual learner needs and learner characteristics 
Follow processes to identify learner support requirements 
Identify and assess constraints and risks to delivery 
Confirm personal role and responsibilities in planning and delivering training with relevant personnel 
Refine specific learning objectives and assessment activities according to learning program requirements, and specific needs of individual learners or target group 
Generate ideas for teaching strategies using knowledge of learning principles and learning theories that reflect the requirements of classes 
Evaluate existing learning resources and documented learning activities identified in learning programs for use in the specific teaching context 
Develop and document session plans for each segment of learning programs to be addressed 
Modify and contextualise existing learning resources and learning activities to cater for particular individual learners and groups 
Develop and document additional learning activities to meet specific session requirements based on the application of learning principles and individual and group learner styles 
Organise and finalise learning materials required by learners in time for delivery 
Identify and organise specific skills, technology and equipment needed in time for classes 
Identify and organise additional resourcing to meet identified learner support as required 
Confirm overall teaching plan with relevant personnel 

Forms

Assessment Cover Sheet

CUADTM401 - Plan and organise dance classes
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

CUADTM401 - Plan and organise dance classes

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: