Unit of competency details

Version 

Comments 

CUADTM509A

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. 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. Ensure that communication  with students, parents or carers is appropriate and undertaken in a professional and accountable manner

1.3. Inform parents or carers of studio or school’s policy and procedures

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/studio facilities are appropriate to the age group of students and level 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. Establish and maintain effective support services 

3. Conduct teaching practice in an ethical manner

3.1. Uphold and enhance the good standing and 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 

Overview of assessment 

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

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 business aspects of working as a dance teacher
• communicate effectively and constructively with students, parents and carers.

Context of and specific resources for assessment 

Assessment must ensure:

• interaction and collaboration with others involved in dance teaching
• access to industry networks and information.

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
• evaluation of promotional material distributed
• 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 refining professional practice as a dance teacher
• review of candidate’s diaries or logbooks recording ideas and strategies for improving own teaching practice
• direct observation of candidate interacting with students, parents and colleagues.

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:

• CUFIND401A Provide services on a freelance basis
• CUVPRP502A Prepare for sustainable professional practice.

Dance Industry Code of Ethics  is:

• the code devised by leading representatives of Australia’s studio teachers (Ausdance) to inform teachers and the public of the ethical standards expected by the profession of its practitioners.

Communication  should be:

• in a style appropriate to:

• student’s age
• preferred method of communication
• physical or cultural factors
• sensory or intellectual impairment, e.g. sight loss or hearing loss

• according to the Dance Industry Code of Ethics.

Assessment tools and procedures  include:

• tools and processes developed by individual dance schools, such as:

• instruments to be used for gathering evidence, such as a profile of acceptable performance measures
• templates and proformas
• specific questions or activities
• evidence and observation checklists
• checklists for the evaluation of work samples
• candidate self-assessment materials
• procedures, information and instructions for assessors and candidates relating to the use of assessment instruments and assessment conditions.

Relevant personnel  may include:

• supervisors
• managers
• parents
• carers
• medical practitioners
• physiotherapists
• other teachers
• OHS representatives.

Student confidentiality  may relate to:

• not passing on information regarding student status or wellbeing to other individuals without permission
• referring to best practice principles of the activity or organisation.

Duty of care  relates to:

• doing everything ‘reasonably practicable’ to protect the health and safety of others in the workplace
• duty placed on:

• all employers
• employees and contractors
• any others who have an influence on hazards in a workplace.

Factual statements  may relate to:

• fee structures
• information about results in examinations and competitions
• publicity about services offered by a school or teacher
• information about the number of former students now dancing professionally
• information about qualifications held by teachers
• advertising a particular teaching method only where legitimate teaching qualifications in that methodology or syllabus are held.

Support services  may include:

• accountants
• couriers
• design services
• equipment repair and maintenance services
• financial planners
• printers
• tax consultants.

Impartiality  can be demonstrated through:

• using appropriate and constructive criticism in verbal and non-verbal judgements and written reports
• explaining guidelines to ensure that participants are treated fairly and without bias
• dealing diplomatically with other teachers, students, parents and carers.

Continuous improvement strategies  may include:

• encouraging learners to explore new techniques in dance performance
• exploring options with learners for recording and presenting creative ideas through performance
• encouraging critical self-reflection in learners to engender realistic career-development planning
• instructing learners in the negotiation of dance briefs with realistic timeframes, budgets and technical production contingencies
• emphasising the need for learners to consider audience needs and tastes in dance
• promoting the value of keeping up with broad media, conceptual and technology issues through industry literature and forums.