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Evidence Guide: CUADTM301A - Assist with teaching dance

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CUADTM301A - Assist with teaching dance

What evidence can you provide to prove your understanding of each of the following citeria?

Prepare for dance classes

  1. Contribute to planning and selecting music and choreography for dance classes
  2. Determine characteristics, needs and expectations of dance class participants
  3. Identify special requirements according to participant needs
  4. Advise participants of reasons why they should not participate in dance classes when appropriate
  5. Identify and access equipment and resources for dance classes
  6. In consultation with own dance teacher, discuss effective and safe teaching strategies appropriate to the teaching context
  7. Ensure a safe dance environment according to organisational policy and procedures
Contribute to planning and selecting music and choreography for dance classes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine characteristics, needs and expectations of dance class participants

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify special requirements according to participant needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advise participants of reasons why they should not participate in dance classes when appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and access equipment and resources for dance classes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In consultation with own dance teacher, discuss effective and safe teaching strategies appropriate to the teaching context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure a safe dance environment according to organisational policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct classes

  1. Communicate instructions and information to participants in a suitable manner
  2. Monitor participants’ progress against class aims
  3. Assist in the implementation of identified teaching methods and strategies and modify as required
  4. Assist participants to perform dance moves and make appropriate corrections
  5. Encourage participants to seek and provide feedback regarding their progress during the class
  6. Assist in implementing injury-prevention strategies
Communicate instructions and information to participants in a suitable manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor participants’ progress against class aims

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist in the implementation of identified teaching methods and strategies and modify as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist participants to perform dance moves and make appropriate corrections

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to seek and provide feedback regarding their progress during the class

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist in implementing injury-prevention strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate classes

  1. Seek and acknowledge feedback from own dance teacher and class participants
  2. Identify potential areas of improvement for future classes
  3. Review own performance and identify potential improvements
  4. Evaluate components of classes
Seek and acknowledge feedback from own dance teacher and class participants

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential areas of improvement for future classes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review own performance and identify potential improvements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate components of classes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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:

assist in planning and conducting dance classes in response to the needs and capabilities of participants

use teaching methods and strategies that are safe and supportive

monitor the progress of participants and makes adjustments in response to changing situations

provide positive feedback to participants to encourage motivation, self-esteem and self-expression

demonstrate safe dance practices

evaluate and reflect on own performance to identify ways in which own teaching skills can be improved.

Context of and specific resources for assessment

Assessment must ensure access to:

resources and equipment

opportunities for assisting in the teaching of dance classes in either a real or simulated situation

a venue with adequate space and appropriate flooring.

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 review of portfolios of evidence

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

verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit

direct observation, or video recordings of candidate assisting in the teaching of a dance class

case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and assisting in the teaching of dance classes.

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:

CUSOHS301A Follow occupational health and safety procedures

SISCCRO302A Apply legal and ethical instructional skills.

Required Skills and Knowledge

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance in a teaching role

present confidently in a teaching situation

convey information and instructions in classes

seek assistance from others as required

group facilitation skills to ensure that every learner has an opportunity for participation and input

initiative and enterprise skills to assist in identifying and implementing effective teaching strategies to promote self-expression and self-confidence

learning skills to:

provide feedback to learners by identifying areas of weakness

evaluate and modify the class as required

listening skills to:

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

problem-solving skills to:

memorise basic exercises and routines

respond appropriately to the unexpected in a teaching situation

self-management and planning skills to:

assist in planning teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

demonstrate safe dance practices

review and reflect on own work performance

technical skills to demonstrate basic techniques in chosen dance genre or style.

Required knowledge

overview knowledge of:

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

dance teaching terminology

testing and checking techniques to enable safe use of equipment used in classes

OHS principles in a teaching context

well-developed knowledge of:

genre and chosen style of dance to instruct participants in basic skills or movements during classes

health and other factors affecting ability to participate in dance classes

anatomy and physiology of basic body structures

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

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

evaluation processes to enable improvements to be made to classes

safe dance practices.

Range Statement

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.

Dance classes may be:

ballet

ballroom

classical

contemporary

cultural folk

Indigenous

jazz

Latin

social.

Characteristics may include:

age

emotional, physical and intellectual development

existing injuries

fitness

skill level.

Equipment and resources may include:

dance studio or community hall

electronic equipment

music

teaching aids

technological aids.

Teaching strategies may refer to:

command and response

demonstration

directive approaches through specific set tasks

experiential or problem solving

progressive

whole skill.

Safe dance environment may refer to:

appropriate heating, cooling and lighting

appropriate flooring

security

size of floor area

unobstructed space

ventilation.

Organisational policy and procedures may refer to:

communication protocols

OHS

reporting of hazards and risks

risk minimisation

selection of participants for performances

scheduling requirements.

Injury-prevention strategies may include:

suitable footwear and clothing

warm-up and cool-down techniques, such as:

barre and floor exercises

exercises for areas, such as:

body conditioning and strength development

flexibility

isometric control

coordination improvement and enhancement exercises

muscle contraction and release

isolation and mobility of body parts

slow stretching

slow and deep breathing.