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

SISCDAN301A Mapping and Delivery Guide
Teach recreational dance

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency SISCDAN301A - Teach recreational dance
Description This unit describes the performance outcomes, skills and knowledge required to plan and teach recreational dance classes. It focuses on using methods for teaching dance in a community, social or recreational context and implementing injury prevention strategies.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to those working as community dance instructors in a community recreation environment with responsibility for teaching recreational dance programs. Work would be undertaken in locations such as community recreation centres, indoor or outdoor recreation facilities or dance studios with a focus on community development.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Nil
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: Identify participant needs and expectations.
  • Identify the characteristics, needs and expectations of participants according to organisational policies and procedures and the roles and functions of dance.
  • Identify any special requirements according to participants' needs.
  • Advise participants of any reasons why they should not participate in the recreational dance program.
       
Element: Plan a recreational dance program.
  • Identify and access equipment andresources appropriate for the program according to organisational policies and procedures.
  • Design and document a recreational dance program to meet the identified needs and abilities of participants according to relevant legislation and organisational policies and procedures.
  • Identify effective and safe teaching strategies appropriate to the teaching context.
  • Select music and choreography appropriate to the teaching context.
  • Identify risks to participant safety and take action to minimise these according to relevant legislation and organisational policies and procedures.
  • Identify injury prevention strategies according to organisational policies and procedures.
  • Identify and provide a safe dance environment according to organisational policies and procedures.
       
Element: Conduct the recreational dance program.
  • Communicate instructions and relevant information to participants in a suitable manner.
  • Monitor participants' progress against program aims.
  • Implement identified teaching methods and strategies and modify as required.
  • Assist participants to perform dance moves and make appropriate corrections according to organisational policies and procedures.
  • Encourage participants to seek and provide feedback regarding their progress during the program, according to organisational policies and procedures.
  • Implement injury prevention strategies according to organisational policies and procedures.
       
Element: Identify community performance opportunities.
  • Identify appropriate community performance opportunities for participants according to organisational policies and procedures.
  • Apply selection procedures for performance roles according to organisational policies and procedures.
  • Assist participants to prepare for community recreational dance performances.
       
Element: Evaluate the program.
  • Seek and acknowledge feedback from relevant stakeholders involved in the program.
  • Evaluate all relevant components of the program according to organisational policies and procedures.
  • Identify potential areas of improvement for future programs.
  • Review own performance and identify potential improvements.
       


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 following is essential:

plans and conducts recreational dance programs in response to the needs and capabilities of participants

uses teaching methods and strategies that are safe and supportive, monitors the progress of participants and makes adjustments in response to changing situations

applies contingency management techniques to deal with a range of problems and issues that may arise during program implementation

provides positive feedback to encourage motivation, self-esteem and self-expression

evaluates and reflects on own performance to identify ways in which program outcomes can be improved.

Context of and specific resources for assessment

Assessment must ensure candidate plans and conducts multiple recreational dance programs of a sufficient duration to enable demonstration of techniques that balance individual and group needs and ensure consistency of performance.

Assessment must also ensure access to:

range of participants to participate in the program

an environment or facility appropriate for recreational dance sessions

equipment, resources and support staff required for the delivery of the dance program

relevant legislation and organisational policies and procedures in relation to personal development.

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:

observation of candidate preparing for and conducting a recreational dance program

observation of candidate interacting with a range of participants, including conveying information for safe participation in programs, and monitoring and evaluating programs

observation of candidate dealing with contingencies such as the changing availability of equipment or venues

oral or written questioning to assess candidate's knowledge of dance forms and techniques

portfolio containing evidence of dance program planning and modification

third-party reports from a supervisor detailing appropriate work performed by the candidate.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

SISCCRD301A Facilitate community development through recreational activities.

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 skills to:

consult with participants and elicit the information required to design a recreational dance program to meet participant needs

convey information and instructions about safe participation in the program

seek and provide feedback about the recreational dance program

problem-solving skills to:

plan program according to participants' needs, abilities and risk factors

identify and implement effective teaching strategies to promote self-expression and self-confidence

evaluate and modify the program as required

planning and organisational skills to source, access and coordinate resources and equipment necessary for the implementation of the recreational dance program

literacy skills to produce and document a recreational dance program

self-management skills to review and reflect on own work performance in facilitating personal development and self-confidence in participants

skills in the chosen genre and style of dance

Required knowledge

legislation and organisational policies and procedures that enable safe and non-discriminatory conduct of the recreational dance program

philosophies and principles of community development, to enable inclusive client-centred practices

health and other factors affecting ability to participate in dance classes, to enable design of appropriate dance movements and techniques

anatomy and physiology of basic body structures to enhance safe dance practice

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

sources of information and resources on dance safety

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

risk analysis processes to enable assessment of the potential impact of planned dance program on participant safety

genre and style of dance to instruct the participants the skills or movements during sessions

teaching methods to promote self-expression and self-confidence

factors affecting group dynamics and conflict resolution strategies to enable constructive engagement of participants

equipment testing and checking techniques to enable safe use of all equipment

evaluation processes to enable improvements to be made to the program

principles of group management to build group cohesion and encourage participation

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

fundamental principles of dance such as choreography, performance and appreciation

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.

Characteristics may include:

age

skill level

fitness

emotional, physical and intellectual development

existing injuries.

Organisational policies and procedures may include:

occupational health and safety

reporting of hazards and risks

risk minimisation

selection of participants for performances

scheduling requirements

communication protocols

budget allocation.

Roles and functions of dance may include:

artistic

social

ritual or ceremonial

spiritual

self-expression and creativity.

Dance program may include:

ballet

contemporary

jazz

folk

latin

ballroom

classical dance forms

ethnic dance forms

Indigenous dance

social dance

frequency

intensity

duration.

Equipment and resources may include:

dance studio or community hall

music

technological aids

electronic equipment

teaching aids.

Relevant legislation may include:

occupational health and safety

privacy

duty of care

working with children

equal opportunity.

Teaching strategies may include:

whole skill

progressive

demonstration

command and response

directive approaches through specific set tasks

experiential or problem-solving.

Risks may include:

level of challenge and difficulty

behaviour of other participants.

Injury prevention strategies may include:

warm-up and cool-down

stretching for flexibility

suitable footwear and clothing.

Safe dance environment may include:

size of floor area

ventilation

unobstructed space

appropriate heating, cooling and lighting

appropriate floor coverings

security.

Community performance opportunities may include:

community concerts

class performances.

Relevant stakeholders may include:

participants

staff

colleagues

community organisations.

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
Identify the characteristics, needs and expectations of participants according to organisational policies and procedures and the roles and functions of dance. 
Identify any special requirements according to participants' needs. 
Advise participants of any reasons why they should not participate in the recreational dance program. 
Identify and access equipment andresources appropriate for the program according to organisational policies and procedures. 
Design and document a recreational dance program to meet the identified needs and abilities of participants according to relevant legislation and organisational policies and procedures. 
Identify effective and safe teaching strategies appropriate to the teaching context. 
Select music and choreography appropriate to the teaching context. 
Identify risks to participant safety and take action to minimise these according to relevant legislation and organisational policies and procedures. 
Identify injury prevention strategies according to organisational policies and procedures. 
Identify and provide a safe dance environment according to organisational policies and procedures. 
Communicate instructions and relevant information to participants in a suitable manner. 
Monitor participants' progress against program aims. 
Implement identified teaching methods and strategies and modify as required. 
Assist participants to perform dance moves and make appropriate corrections according to organisational policies and procedures. 
Encourage participants to seek and provide feedback regarding their progress during the program, according to organisational policies and procedures. 
Implement injury prevention strategies according to organisational policies and procedures. 
Identify appropriate community performance opportunities for participants according to organisational policies and procedures. 
Apply selection procedures for performance roles according to organisational policies and procedures. 
Assist participants to prepare for community recreational dance performances. 
Seek and acknowledge feedback from relevant stakeholders involved in the program. 
Evaluate all relevant components of the program according to organisational policies and procedures. 
Identify potential areas of improvement for future programs. 
Review own performance and identify potential improvements. 

Forms

Assessment Cover Sheet

SISCDAN301A - Teach recreational 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

SISCDAN301A - Teach recreational 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: