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

CUADTM409A Mapping and Delivery Guide
Teach Cecchetti Ballet method at junior level

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUADTM409A - Teach Cecchetti Ballet method at junior level
Description This unit describes the performance outcomes, skills and knowledge required to teach Cecchetti Ballet classes at grades 2 to 6 and the progression through the levels. These levels have been clustered due to the ages of the students and their physical and mental development levels.This unit is part of a three-year apprenticeship using self-assessment and liaison with a mentor. External studies, including anatomy, childhood development, musicology, first aid and business studies are also undertaken during the apprenticeship. The knowledge gained from these external studies is applied to the development of lesson plans and delivery, student assessments and the daily running of a ballet school.This unit was developed by Cecchetti Ballet Australia Inc. and is reproduced with permission in the Live Performance Training Package. Registered training organisations wishing to deliver this unit must be licensed to do so by Cecchetti Ballet Australia Inc.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application Persons wishing to gain a full qualification within Cecchetti Ballet Australia Inc. apply the skills and knowledge in this unit.This unit develops an awareness of the principles of Enrico Cecchetti’s method of teaching classical ballet. It is developed over time to reflect the physical and mental development through early childhood, specifically ages 7 to 12 years.The unit involves identifying developmental stages and designing classes and exercises to meet individual client needs.This unit requires the encouragement of a sense of enjoyment and the development of confidence in movement.
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: Analyse and interpret the grade syllabus
  • Demonstrate understanding of the syllabus at the individual grade levels
  • Identify and interpret the syllabus requirements for barre work for each grade level
  • Identify and interpret the syllabus requirements for port de bras for each grade level
  • Identify and interpret syllabus requirements for centre practice for each grade level
  • Distinguish syllabus requirements for adage for each grade level
  • Identify and interpret syllabus requirements for pirouettes for each grade level
  • Distinguish syllabus requirements for allegro for each grade level
  • Analyse the syllabus requirements for studies for each grade level
       
Element: Design warm-up exercises
  • Design aerobic warm-up exercises
  • Demonstrate range of stretches appropriate for the specific grade level
  • Design exercises for strengthening the feet
       
Element: Demonstrate and deliver grade-specific exercises
  • Demonstrate range of travelling movements appropriate for the individual grade level
  • Identify faults and suggest corrective exercises
  • Identify and define French terminology for individual exercises
  • Demonstrate an ability to break down grade-specific exercises into individual steps
  • Monitor quality of ballon and footwork
  • Analyse line and quality of position
  • Monitor control through body and legs
       
Element: Teach the students to perform grade-specific enchaînements
  • Demonstrate a combination of exercises to create a series of steps, or enchaînements, specific to the grade level
  • Perform enchaînements to music as specified in the grade syllabus
  • Encourage a sense of performance, musicality and artistry
  • Give positive feedback on rhythm, quality and coordination of movement
       
Element: Prepare students for grade examination
  • Explain the requirements of the examination to students
  • Practise a range of positions and movements consistent with the syllabus
  • Identify the syllabus requirements and artistry for studies at the individual levels
  • Conduct and document a pre-examination checklist
       


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:

demonstrate effective and appropriate posture, placement and control through the body and legs relevant to the specific grade

facilitate a positive response from students in terms of their presentation and musicality

engender in students a sense of enjoyment, confidence and pleasure in movement

demonstrate understanding of the Cecchetti Ballet grades 2 to 6 syllabus.

Context of and specific resources for assessment

Assessment must ensure access to:

a simulated or real class situation with a group of appropriate level students who have a working knowledge of the relevant syllabus

resources and equipment.

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 third-party workplace reports of on-the-job performance

evaluation of the candidate at an examination where the candidate is required to apply experience to a group of unknown students

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 Cecchetti Ballet syllabus at junior level

review of candidate’s portfolio of evidence gained during training period, including self-assessments, candidate’s students examination results, pre-examination checklists and end of course assessments for childhood development and anatomy

direct observation of a practical demonstration of two classes before a panel of assessors.

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:

CUADTM401A Plan and organise dance classes

CUADTM403A Apply safe dance teaching methods

TAEASS401A Plan assessment activities and processes

TAEASS402A Assess competence

TAEDES401A Design and develop learning programs.

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:

instruct students according to individual physical and emotional needs

encourage class participants to perform as a group

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

seek assistance from others as required

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

initiative and enterprise skills to encourage a sense of enjoyment and the development of confidence in movement

learning skills to:

apply knowledge of grades 2 to 6 Cecchetti Ballet to the teaching of a specific class

apply knowledge of basic anatomy to the teaching of grades 2 to 6 classes

apply knowledge of childhood development to the teaching of grades 2 to 6 classes

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to:

complete pre-examination checklists and lesson plans

write or interpret instructions and feedback for the learners

problem-solving skills to:

design classes to suit individual needs

memorise junior level exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

plan and organise teaching sessions in line with syllabus requirements

maintain an appropriate standard of personal presentation in a teaching context

technical skills to:

demonstrate junior level Cecchetti Ballet syllabus

demonstrate and apply knowledge of rhythm, timing and geometric shapes and floor plans

technology skills to use audiovisual equipment as appropriate, such as:

iPods and playlists

music stereos

video, DVD players and recorders.

Required knowledge

general knowledge of professional development opportunities for dance teachers

well-developed 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 joint motion

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

history and background of the Cecchetti Ballet method

dance teaching terminology

issues and challenges that arise in the context of teaching the Cecchetti Ballet syllabus

OHS principles relevant to a teaching context

physical and mental development in the early childhood years

safe dance practice relevant to a teaching context

teaching and performance protocols

requirements and application of grades 2 to 6 Cecchetti Ballet syllabus to the teaching of a specific class

requirements of the grades 2 to 6 Cecchetti Ballet examination

French ballet terminology and its translations.

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.

Individual gradesrefer to:

grades 2 to 6 of the Cecchetti Ballet syllabus.

Barre must include:

establishing and maintaining appropriate posture

establishing and sustaining appropriate degree of turnout

sustaining stretched legs and feet

sustaining centring of the body

showing transfer of weight with ease.

Port de bras must include:

position and shapes shown

extension of extremities to create line

flow

breadth

poise and developing expressive qualities.

Centre practice must include:

establishing and maintaining appropriate posture

establishing and sustaining appropriate degree of turnout

sustaining stretched legs and feet

centring the body to be sustained

showing transfer of weight with ease.

Adage must include:

establishment and placement of body parts

ability to demonstrate line

maintenance of stability

strength and control shown

transfer of weight with ease shown.

Pirouette must include:

use of head and eyes

centring of the body

accuracy in demonstration.

Allegro must include:

articulated feet

ability to take off and land with the correct use of demi plié

maintenance of turnout with well-stretched legs and feet

precision of footwork

well-defined beats

ability to demonstrate spatial awareness

ability to demonstrate diverse movement qualities

upper body coordination, including use of head and arms

elevation shown

joy of movement shown.

Studies must include:

Le Chat 4/4

Sailor’s Hornpipe 4/4

La Grand Classique 3/4

Tarantella 6/8

Classical Study for girls or boys 3/4

Polka 2/4

Ragtime 2/4

Spanish Waltz 3/4

Cinderella

Pirate’s treasure hunt

Lyrical 3/4

Mazurka 3/4.

Warm-up exercises may include:

jogging

star jumps.

Exercises for strengthening the feet may include:

slow rises

use of Thera-Band.

Travelling movements must include:

assemblés élancés

autour de la salle

balancés

demi contretemps

échappés sautes et soubresauts

galops

glissades

glissades changé et pas de chat

grand allegro en diagonale

pas de bourrée

pas de chats

polkas

posés coupés and galops

posés en avant

posés tours

preparations for chainé

sissones

step pas de bourrée

step temps levé.

Ballonrefers to:

ability to take off and land with the correct use of demi plié and foot articulation.

Line and quality refer to:

position and shapes shown

extension of extremities to create line

flow

breadth

poise.

Musicality and artistry refer to:

demonstration of:

focus: use of head and eye-lines

sense of occasion

confidence in presentation

sensitive interpretation of the dynamic qualities in the music and movement

grooming

sustained vitality and energy levels.

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
Demonstrate understanding of the syllabus at the individual grade levels 
Identify and interpret the syllabus requirements for barre work for each grade level 
Identify and interpret the syllabus requirements for port de bras for each grade level 
Identify and interpret syllabus requirements for centre practice for each grade level 
Distinguish syllabus requirements for adage for each grade level 
Identify and interpret syllabus requirements for pirouettes for each grade level 
Distinguish syllabus requirements for allegro for each grade level 
Analyse the syllabus requirements for studies for each grade level 
Design aerobic warm-up exercises 
Demonstrate range of stretches appropriate for the specific grade level 
Design exercises for strengthening the feet 
Demonstrate range of travelling movements appropriate for the individual grade level 
Identify faults and suggest corrective exercises 
Identify and define French terminology for individual exercises 
Demonstrate an ability to break down grade-specific exercises into individual steps 
Monitor quality of ballon and footwork 
Analyse line and quality of position 
Monitor control through body and legs 
Demonstrate a combination of exercises to create a series of steps, or enchaînements, specific to the grade level 
Perform enchaînements to music as specified in the grade syllabus 
Encourage a sense of performance, musicality and artistry 
Give positive feedback on rhythm, quality and coordination of movement 
Explain the requirements of the examination to students 
Practise a range of positions and movements consistent with the syllabus 
Identify the syllabus requirements and artistry for studies at the individual levels 
Conduct and document a pre-examination checklist 

Forms

Assessment Cover Sheet

CUADTM409A - Teach Cecchetti Ballet method at junior level
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

CUADTM409A - Teach Cecchetti Ballet method at junior level

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: