Unit of competency details

Version 

Comments 

CUADTM403A

This version first released with CUA11 Live Performance Training Package version 1.0

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.

1. Establish an environment conducive to learning

1.1. Ensure that resources required for teaching are available and that venues are ready for classes

1.2. At commencement of learning programs discuss and clarify objectives , expectations  and requirements  with students

1.3. Use appropriate verbal and interpersonal skills to establish a positive relationship with students

2. Teach classes

2.1. Apply learning principles  to interactions with students

2.2. Conduct classes  according to lesson plans but modified where appropriate to meet the needs of the students

2.3. Adjust expectations of individual class members to perform exercises or routines in line with their level of fitness

2.4. Use the diversity  of class members as a resource to support learning

2.5. Employ a range of teaching methods  and appropriate technology and equipment  as teaching aids to optimise learner experience

2.6. Build opportunities for practice into lessons

3. Employ effective teaching techniques

3.1. Ensure that teaching is engaging and relevant through effective teaching skills 

3.2. Ensure effective participation and class engagement though effective group facilitation skills 

3.3. Use effective oral communication and language skills to motivate students and to transfer knowledge and skills

3.4. Maintain appropriate relationships and ensure inclusivity through effective interpersonal skills

3.5. Ensure that sensitivities in relation to human contact and touch are incorporated into teaching techniques

3.6. Use observation skills to monitor individual and class progress

4. Incorporate safe dance or movement practice into classes

4.1. Encourage healthy lifestyles and physical and emotional health for students through advice or referral to experts

4.2. Incorporate knowledge of the basic structure of the body  into explanations and demonstrations of movement techniques

4.3. Include safe warm-up and cool-down procedures  as an integral part of session planning and delivery

4.4. Demonstrate the various types of stretching for flexibility and discuss their advantages and disadvantages with students

4.5. Sequence movements effectively and safely

4.6. Provide a teaching environment that complies with safe dance and movement practice  and provide advice to students about the use of a safe environment where out of class practice is necessary

4.7. Take measures to prevent common injuries 

4.8. Employ effective injury management strategies 

5. Support and monitor learning

5.1. Monitor and document student progress and ensure outcomes are being achieved and student needs are met

5.2. Adjust lesson plans to reflect specific needs and circumstances and unanticipated situations 

5.3. Encourage students to reflect on personal learning progress

5.4. Manage class dynamics to ensure effective participation by students and to maintain effective relationships

5.5. Manage inappropriate behaviour  to ensure learning can take place

5.6. Maintain, store and secure student records according to legal and organisational requirements

6. Review and evaluate effectiveness of teaching

6.1. Evaluate lesson plans to determine their effectiveness as tools to guide the learning process

6.2. Provide feedback on lesson plans to writers as required

6.3. Seek feedback from management and peers on the quality of own teaching and note areas for improvement

6.4. Reflect on own performance  in teaching delivery

6.5. Consider and implement new ideas to improve the quality of teaching and to enhance learning experiences for students

Overview of assessment 

Critical aspects for assessment and evidence required to demonstrate competency in this unit 

Evidence of the ability to:

• teach classes that cover at least one dance style

or

• teach movement technique

and

• teach a minimum of three consecutive sessions to the same group
• teach a complete program under the supervision of an approved teacher or instructor
• monitor student learning with reference to specific performance criteria
• review and evaluate effectiveness of teaching with reference to specific performance criteria
• demonstrate knowledge and skill to the required standard in the chosen technique with reference to specific performance criteria.

Context of and specific resources for assessment 

Assessment must ensure access to safe dance or movement teaching spaces.

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
• verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit
• case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of teaching dance or movement safely
• review of candidate’s diaries or logbooks recording student progress
• review of candidate’s self-assessment of their own teaching skills
• direct observation or video recording of candidate teaching 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:

• any units from the Live Performance Training Package that relate to teaching a dance style
• CUADTM401A Plan and organise dance classes
• CUAOHS403A Incorporate anatomy and nutrition principles into skill development
• CUSOHS301A Follow occupational health and safety procedures.

Objectives  may include:

• specified learning outcomes
• class learning needs
• individual learning needs
• specific learning activities
• practice opportunities e.g. practicum or supervised teaching
• formative assessment opportunities.

Expectations  may relate to:

• those of the teacher in relation to students and classes
• those of students and classes in relation to teachers
• individual and group behaviour, including:

• mutual respect
• sensitivity to needs of others
• sensitivity to culture, ethics and gender
• practising inclusivity in group work
• use of appropriate language

• expectations of commitment to learning process, learner motivation and participation
• expectations of interesting and engaging teaching
• expectations of a safe, secure learning environment.

Requirements  may include:

• a safe, secure learning environment
• appropriate behaviour
• maintaining progress
• attendance
• assessment, including:

• points at which assessments will occur
• identified assessment activities as part of learning experience

• OHS, such as:

• reporting requirements for hazards
• safe use and maintenance of equipment
• emergency procedures
• sources of OHS information
• names of key workplace persons with OHS roles and responsibilities
• OHS policy and procedures relevant to the learning environment
• safe dance or movement practice.

Learning principles  must include:

• those associated with teaching different age groups, such as:

• 5 to 10 year olds
• 11 to 14 year olds
• 15 to 18 year olds
• people aged over 19.

Learning principles  may relate to:

• interpreting non-verbal messages and use of modelling
• learner-centred approaches to teaching
• increasing learner independence
• supportive and productive learning environment
• reflecting students’ needs, backgrounds, perspectives and interests in learning programs
• challenging students and supporting them to develop deep levels of thinking and application
• making assessment practices an integral part of teaching and learning
• learning connecting strongly with communities and practice beyond the classroom
• student characteristics, such as:

• language, literacy and numeracy requirements
• specific needs, such as:

• people with different access requirements
• physical
• psychological

• past learning experiences
• level of maturity
• cultural background and needs.

Classes  may relate to:

• any style of dance
• physical coordination
• creative body movements in response to music
• movements, such as:

• bending
• kicks
• stretches
• hops
• jumps
• landing
• rolling
• skipping
• turning
• twisting

• techniques related to movement philosophies, such as:

• Alexander technique
• Bartenieff fundamentals
• Feldenkrais method
• Ideokinesis
• Pilates
• yoga
• Thera-Band.

Diversity  may include:

• age
• gender
• culture
• ethnicity
• disability
• attitudes and reasons for learning
• people with different access requirements.

Teaching methods  may include:

• explaining
• lock step
• learner-paced
• learning by teaching
• mixed pace
• questioning
• taking into account people with different access requirements
• teacher-centred and student-centred, such as:

• demonstration or modelling
• instruction
• practice opportunities
• enabling and supporting effective learner participation.

Technology and equipment  may include:

• CD player
• DVD or video equipment
• television or screen
• data projector and computer
• whiteboard or blackboard
• butcher’s paper
• technical equipment relevant to specific technical areas.

Teaching skills  may include:

• preparing teaching aids
• speaking with appropriate tone and pitch
• using appropriate language
• encouraging and dealing appropriately with questions
• showing enthusiasm for lessons
• making direct eye contact to create direct pathway between students and self (may be culturally inappropriate for some groups)
• demonstrating confidence
• supporting learners to enable progress from simple to more complex tasks and concepts.

Group facilitation skills  may include:

• ensuring that every individual has an opportunity for participation and input
• maintaining group cohesion
• encouraging rapport between class members
• managing group dynamics
• observing and interpreting behaviour that puts others at risk
• facilitating group interaction.

Basic structure of the body  includes:

• systems, such as:

• skeletal
• articular
• muscular
• circulatory
• nervous.

Warm-up and cool-down procedures  may include:

• stretching
• joint-mobility exercises
• flexibility exercises
• aerobic activities
• anaerobic exercises
• coordinated breathing activities
• floor work.

Safe dance and movement practices  may include:

• correct execution of dance or movement steps
• appropriate clothing and footwear
• doing exercises and performing routines on flooring appropriate to genre and style of dance, including:

• sprung softwood
• tarkett
• sprung parquet
• tongue and groove hardwood
• resined for ballroom and Latin dance
• non-slip for ballet
• wood for tap and Spanish

• healthy nutrition and diet
• understanding the body’s capabilities and limitations, including:

• alignment
• flexibility (mobility)
• strength (stability)
• cardiorespiratory endurance
• muscular endurance

• warm-up and cool-down procedures, such as:

• gentle stretch
• aerobic exercises
• anaerobic exercises
• breathing exercises.

Common injuries  may relate to:

• lower back
• ankles
• feet
• knees
• muscles and tendons
• ligaments
• joints
• stress fractures.

Injury management strategies  may relate to:

• injury recovery and rehabilitation procedures
• correct use of basic first aid procedures
• use of compression, elevation, rest and ice (CERI) in case of soft tissue injury
• referral to sources of professional assistance, such as:

• general and specialist practitioners
• rehabilitation therapists, such as:

• Pilates
• Alexander technique
• chiropractors
• yoga
• osteopaths
• physiotherapists
• massage.

Unanticipated situations  may include:

• equipment malfunction
• accommodating the needs of students experiencing difficulties with learning for reasons, such as:

• English language, literacy and numeracy difficulties
• physical or sensory difficulties
• socioemotional difficulties.

Inappropriate behaviour  may include:

• violent or inappropriate language
• verbal or physical abuse
• bullying
• insensitive verbal or physical behaviour towards other students or teachers, such as:

• cultural
• racial
• disability
• gender

• dominant or overbearing behaviour
• disruptive behaviour
• non-compliance with safety instructions.

Reflecting on own performance  may include:

• thinking through lesson requirements
• asking key questions
• reviewing achievements
• analysing difficulties.