Application
This unit describes the performance outcomes, skills and knowledge required to apply professional and ethical business practices and refine dance teaching methodologies.
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.
Elements and Performance Criteria
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 and parents or 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. Apply professional business practice | 2.1 Report medical concerns along with referral recommendations to relevant personnel 2.2 Comply with statutory requirements regarding student confidentiality and duty of care 2.3 Distribute only promotional material that contains factual statements, the accuracy of which can be verified 2.4 Set up and use effective systems for managing budgets, finance and paperwork associated with own practice as a teacher 2.5 Demonstrate effective support services |
3. Conduct teaching practice in an ethical manner | 3.1 Uphold and enhance the reputation of the dance teaching profession 3.2 Ensure no attempt is made to influence or intimidate examiner at an examination or judge at a competition 3.3 Act with impartiality in any assessment or judging role 3.4 Act in an ethical manner with regard to other dance schools when conducting student recruitment campaigns |
4. Work effectively with others | 4.1 Communicate with others in a way that engenders respect 4.2 Share information and ideas in a timely fashion to enhance work outcomes 4.3 Seek information and ideas from others as required to assist achievement of work requirements 4.4 Observe linguistic and cultural protocols when communicating with others 4.5 Seek feedback from relevant personnel on own teaching practice and incorporate constructive suggestions into continuous improvement strategies |
Evidence of Performance
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
manage the personal, promotional and financial aspects of working as a dance teacher
communicate effectively and constructively with students, parents and carers.
Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.
Evidence of Knowledge
To complete the unit requirements the individual must:
explain key aspects of the following in relation to teaching dance:
Dance Industry Code of Ethics
Australian Guidelines for Dance Teachers
accessing resources, equipment and support services for learners with specific needs
organisational record management system and reporting requirements
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
demonstrate knowledge of commonwealth and state or territory requirements related to teaching dance with regard to:
WHS standards
recording information and confidentiality requirements
equal opportunity
racial vilification
disability discrimination.
Assessment Conditions
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.
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill | Performance Criteria | Description |
Learning | 4.5 | Seeks the views and opinions of others to develop own skills and knowledge |
Reading | 1.1, 1.3 | Understands codes of practice, regulatory documentation, and organisational policies and procedures |
Writing | 1.2, 1.3, 2.1, 2.4 | Prepares information using appropriate structure, format and terminology for the audience Documents monitoring systems |
Oral communication | 1.2, 1.3, 2.1, 4.1, 4.2, 4.3, 4.4, 4.5 | Obtains information by listening and questioning Discusses ideas and solutions Uses clear language to contribute information and express requirements |
Numeracy | 2.4 | Interprets numerical data in documentation and budgets |
Navigate the world of work | 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4 | Works independently and collectively with a strong sense of responsibility for goals, plans, decisions and outcomes Takes responsibility for meeting legal and regulatory requirements within scope of own role Responds to protocols associated with the role of dance teacher Manages time efficiently |
Interact with others | 1.2, 1.3, 2.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 4.5 | Collaborates to achieve joint outcomes Avoids behaviours that undermine effective interpersonal and group interaction and relationships in the broader dance teaching community Modifies personal communication style to show respect for the values, beliefs and cultural expectations of others |
Get the work done | 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 4.2, 4.3 | Adopts a methodical and logical approach to ensuring that own teaching and business practice are conducted in a professional and ethical manner Distributes information electronically Uses standard word processing and spreadsheet applications to prepare workplace documentation |
Sectors
Performing arts – dance teaching and management