Modification History
Version |
Comments |
CUADTM401A |
This version first released with CUA11 Live Performance Training Package version 1.0 |
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to plan and organise classes to teach dance and movement skills to a range of target groups.
Application of the Unit
This unit applies to a person working as a teacher or instructor in a private dance studio or school. It also applies to people responsible for teaching movement skills for recreational or remedial purposes.
At this level, teachers and instructors may be working from learning programs developed by others, and structuring lesson plans around those programs. Alternatively, they may be devising and conducting classes which are not based on any particular syllabus.
Licensing/Regulatory Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Pre-Requisites
Not applicable.
Employability Skills Information
This unit contains employability skills.
Elements and Performance Criteria Pre-Content
Element |
Performance Criteria |
Elements describe the essential outcomes of a unit of competency. |
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
Elements and Performance Criteria
1. Interpret learning environment and lesson requirements |
1.1. Establish learning context and organisational arrangements 1.2. Access, read and interpret learning program documentation to determine delivery requirements 1.3. Use available information and documentation to identify group and individual learner needs and learner characteristics 1.4. Follow processes to identify learner support requirements 1.5. Identify and assess constraints and risks to delivery 1.6. Confirm personal role and responsibilities in planning and delivering training with relevant personnel |
2. Prepare lesson plans |
2.1. Refine specific learning objectives and assessment activities according to learning program requirements and specific needs of individual learners or target group 2.2. Generate ideas for teaching strategies using knowledge of learning principles and learning theories that reflect the requirements of classes 2.3. Evaluate existing learning resources and documented learning activities identified in learning programs and selected for use in the specific teaching context 2.4. Develop and document lesson plans for each segment of learning programs to be addressed |
3. Prepare resources for lessons |
3.1. Modify and contextualise existing learning resources and learning activities to cater for particular groups 3.2. Develop and document additional learning activities to meet specific lesson requirements based on the application of learning principles and learner styles of individuals and classes in general 3.3. Organise and finalise learning materials required by learners in time for delivery 3.4. Identify and organise specific facility, technology and equipment needed in time for classes 3.5. Identify and organise additional resourcing to meet identified learner support as required 3.6. Confirm overall teaching plan with relevant personnel |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
- communication skills to:
- recognise and be sensitive to individual difference and diversity, for example:
- being sensitive to and valuing the cultural background of students and colleagues
- acting without bias or discrimination
- responding appropriately to individuals with particular needs
- literacy skills to:
- document lesson plans and prepare learning activities
- prepare learning materials, such as handouts and information sheets
- read and interpret learner information
- planning and organisational skills to:
- reflect the group and individual learning needs and learner characteristics within lesson plans
- incorporate relevant or modified learning objectives and assessment methods (where required) in lesson plans
- determine the structure and time requirements for each session
- identify specific facility, technology and equipment needs for each session
- organise music for dance style or movement skills being taught
- self-management skills to:
- identify areas for improvement
- maintain own skill development
- technology skills to:
- use sound equipment to play music in dance or movement classes
- use computers to produce documents and communicate through email and the web
- time-management skills to:
- determine time allocations within lesson plans
- determine overall class time
- determine how many classes may be required
- schedule classes.
Required knowledge
- well-developed knowledge of:
- learning principles, such as:
- learner-centred approaches to teaching
- increasing learner independence
- use of modelling and demonstration
- learning process needing to reflect individual circumstances
- learning styles, such as:
- auditory
- visual
- kinaesthetic
- left or right brain
- analytical
- theoretical
- activist
- pragmatist
- reflective
- learner profiles, including characteristics and needs of learner group
- learning program design and structure and content
- how to structure and develop lesson plans
- availability, types and content of learning resources and learning materials
- dance or movement technique requirements
- basic instructional lesson design principles, for example:
- sequencing information
- providing opportunities for practice
- different teaching methods and techniques appropriate to teaching dance or movement
- organisational records management system and reporting requirements
- OHS relating to teaching role, including:
- duty of care under common law
- safe dance practices
- reporting requirements for hazards
- safe use and maintenance of equipment
- emergency procedures
- sources of OHS information
- overview knowledge of:
- learning theories, such as:
- cognitive learning theory
- andragogy
- pedagogy
- information processing
- behavioural learning theory
- relevant policy, legal requirements, codes of practice and national standards, including commonwealth and state or territory requirements:
- OHS
- recording information and confidentiality requirements
- anti-discrimination, including equal opportunity, racial vilification and disability discrimination.
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 |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the ability to develop lesson plans that:
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Context of and specific resources for assessment |
Assessment must ensure:
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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:
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:
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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.
Learning context relates to: |
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Organisational arrangements may include: |
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Learning program documentation may relate to: |
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Learner needs may include: |
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Learner characteristics may relate to: |
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Processes may be formal or informal, and may include: |
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Learner support requirements may include arrangements for: |
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Constraints may include: |
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Risks may include: |
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Personal role and responsibilities may include: |
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Relevant personnel may include: |
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Learning objectives may relate to: |
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Target group may relate to: |
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Teaching strategies may include: |
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Learning principles may relate to: |
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Learning theories may relate to: |
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Classes may relate to: |
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Learning resources may include: |
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Learning activities may include: |
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Lesson plans may include: |
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Learner styles may include: |
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Facility, technology and equipment needs may include: |
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Additional resourcing may relate to: |
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Teaching plan may include: |
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Unit Sector(s)
Performing arts - dance teaching and management
Custom Content Section
Not applicable.