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

CUADTM508 Mapping and Delivery Guide
Refine dance teaching methodologies

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUADTM508 - Refine dance teaching methodologies
Description
Employability Skills
Learning Outcomes and Application This unit describes the performance outcomes, skills and knowledge required to refine and extend methodologies for teaching any style of dance, creating an optimal learning environment and engaging learners in their professional development.This unit applies to those working at a senior level as teachers or instructors in a dance school or studio. They could be employed by the school, or offer their services on a freelance basis.At this level, teachers and instructors are expected to display initiative and judgement and apply cognitive and communication skills to identify, analyse, synthesise and act on information from a variety of sources. Applying the skills and knowledge in this unit is a largely self-directed activity, but may involve some mentored guidance.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:

interaction and collaboration with others involved in dance teaching

access to industry networks and information.

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: Adhere to the Dance Industry Code of Ethics
  • Comply with Dance Industry Code of Ethics when interacting with students and members of the public
  • Communicate with students, parents and carers in a professional manner
  • Inform parents or carers of the policy and procedures of school or studio
  • Ensure that assessment tools and procedures enable students, parents and carers to have access to accurate and honest feedback and advice when requested
  • Ensure that class sizes and dance school or studio facilities are appropriate to the age group and level of students and dance style being taught
  • Ensure that references to or comparisons with the services of others are fair and balanced
  • Avoid situations that may lead to a conflict of interest
       
Element: Increase depth of teaching methods
  • Use feedback from others about ways to improve own teaching methods that create an optimal learning environment and facilitate learners’ professional development
  • Develop own confidence in using a range of different teaching methods to engage learners and enhance their learning experience
  • Apply well-developed knowledge of instructional design principles to the design and delivery of programs
  • Extend knowledge of anatomy and physiology to improve own ability to discuss with learner the body’s responses to physical activity
  • Integrate the concept of lifelong learning into own professional development as a teacher
  • Engage in ongoing collaboration with peers and others
  • Challenge, refine and adapt own ideas and strategies for developing professional practice as a teacher
       
Element: Work effectively with others
  • Communicate with others in a way that engenders respect
  • Share information and ideas in a timely fashion to enhance work outcomes
  • Seek information and ideas from others as required to assist achievement of work requirements
  • Observe linguistic and cultural protocols when communicating with others
       


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. Adhere to the Dance Industry Code of Ethics

1.1 Comply with Dance Industry Code of Ethics when interacting with students and members of the public

1.2 Communicate with students, parents and carers in a professional manner

1.3 Inform parents or carers of the policy and procedures of school or studio

1.4 Ensure that assessment tools and procedures enable students, parents and carers to have access to accurate and honest feedback and advice when requested

1.5 Ensure that class sizes and dance school or studio facilities are appropriate to the age group and level of students and dance style being taught

1.6 Ensure that references to or comparisons with the services of others are fair and balanced

1.7 Avoid situations that may lead to a conflict of interest

2. Increase depth of teaching methods

2.1 Use feedback from others about ways to improve own teaching methods that create an optimal learning environment and facilitate learners’ professional development

2.2 Develop own confidence in using a range of different teaching methods to engage learners and enhance their learning experience

2.3 Apply well-developed knowledge of instructional design principles to the design and delivery of programs

2.4 Extend knowledge of anatomy and physiology to improve own ability to discuss with learner the body’s responses to physical activity

2.5 Integrate the concept of lifelong learning into own professional development as a teacher

2.6 Engage in ongoing collaboration with peers and others

2.7 Challenge, refine and adapt own ideas and strategies for developing professional practice as a teacher

3. Work effectively with others

3.1 Communicate with others in a way that engenders respect

3.2 Share information and ideas in a timely fashion to enhance work outcomes

3.3 Seek information and ideas from others as required to assist achievement of work requirements

3.4 Observe linguistic and cultural protocols when communicating with others

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

improve own dance teaching methods

demonstrate teaching practice that clearly shows appropriate learning and instructional design principles

communicate effectively and constructively with students.

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

explain how the following relate to instructional design principles:

sequencing information

providing opportunities for practice

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

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

explain key aspects of the following in relation to teaching dance:

Dance Industry Code of Ethics

Australian Guidelines for Dance Teachers

duty of care under common law

safe dance practice

hazard reporting requirements

safe use and maintenance of equipment

emergency procedures

sources of work health and safety (WHS) information

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. Adhere to the Dance Industry Code of Ethics

1.1 Comply with Dance Industry Code of Ethics when interacting with students and members of the public

1.2 Communicate with students, parents and carers in a professional manner

1.3 Inform parents or carers of the policy and procedures of school or studio

1.4 Ensure that assessment tools and procedures enable students, parents and carers to have access to accurate and honest feedback and advice when requested

1.5 Ensure that class sizes and dance school or studio facilities are appropriate to the age group and level of students and dance style being taught

1.6 Ensure that references to or comparisons with the services of others are fair and balanced

1.7 Avoid situations that may lead to a conflict of interest

2. Increase depth of teaching methods

2.1 Use feedback from others about ways to improve own teaching methods that create an optimal learning environment and facilitate learners’ professional development

2.2 Develop own confidence in using a range of different teaching methods to engage learners and enhance their learning experience

2.3 Apply well-developed knowledge of instructional design principles to the design and delivery of programs

2.4 Extend knowledge of anatomy and physiology to improve own ability to discuss with learner the body’s responses to physical activity

2.5 Integrate the concept of lifelong learning into own professional development as a teacher

2.6 Engage in ongoing collaboration with peers and others

2.7 Challenge, refine and adapt own ideas and strategies for developing professional practice as a teacher

3. Work effectively with others

3.1 Communicate with others in a way that engenders respect

3.2 Share information and ideas in a timely fashion to enhance work outcomes

3.3 Seek information and ideas from others as required to assist achievement of work requirements

3.4 Observe linguistic and cultural protocols when communicating with others

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
Comply with Dance Industry Code of Ethics when interacting with students and members of the public 
Communicate with students, parents and carers in a professional manner 
Inform parents or carers of the policy and procedures of school or studio 
Ensure that assessment tools and procedures enable students, parents and carers to have access to accurate and honest feedback and advice when requested 
Ensure that class sizes and dance school or studio facilities are appropriate to the age group and level of students and dance style being taught 
Ensure that references to or comparisons with the services of others are fair and balanced 
Avoid situations that may lead to a conflict of interest 
Use feedback from others about ways to improve own teaching methods that create an optimal learning environment and facilitate learners’ professional development 
Develop own confidence in using a range of different teaching methods to engage learners and enhance their learning experience 
Apply well-developed knowledge of instructional design principles to the design and delivery of programs 
Extend knowledge of anatomy and physiology to improve own ability to discuss with learner the body’s responses to physical activity 
Integrate the concept of lifelong learning into own professional development as a teacher 
Engage in ongoing collaboration with peers and others 
Challenge, refine and adapt own ideas and strategies for developing professional practice as a teacher 
Communicate with others in a way that engenders respect 
Share information and ideas in a timely fashion to enhance work outcomes 
Seek information and ideas from others as required to assist achievement of work requirements 
Observe linguistic and cultural protocols when communicating with others 

Forms

Assessment Cover Sheet

CUADTM508 - Refine dance teaching methodologies
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

CUADTM508 - Refine dance teaching methodologies

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: